| Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors D De Bock, W Van Dooren, D Janssens, L Verschaffel Educational studies in mathematics 50, 311-334, 2002 | 280 | 2002 |
| Not everything is proportional: Effects of age and problem type on propensities for overgeneralization W Van Dooren, D De Bock, A Hessels, D Janssens, L Verschaffel Cognition and instruction 23 (1), 57-86, 2005 | 268 | 2005 |
| The predominance of the linear model in secondary school students' solutions of word problems involving length and area of similar plane figures D De Bock, L Verschaffel, D Janssens Educational Studies in Mathematics 35 (1), 65-83, 1998 | 248 | 1998 |
| From addition to multiplication… and back: The development of students’ additive and multiplicative reasoning skills WV Dooren, DD Bock, L Verschaffel Cognition and Instruction 28 (3), 360-381, 2010 | 245 | 2010 |
| The illusion of linearity: Expanding the evidence towards probabilistic reasoning W Van Dooren, D De Bock, F Depaepe, D Janssens, L Verschaffel Educational studies in mathematics 53, 113-138, 2003 | 172 | 2003 |
| Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry … D De Bock, L Verschaffel, D Janssens, W Van Dooren, K Claes Learning and instruction 13 (4), 441-463, 2003 | 151 | 2003 |
| The illusion of linearity: From analysis to improvement D De Bock, W Van Dooren, D Janssens, L Verschaffel Springer Science & Business Media, 2007 | 148 | 2007 |
| The linear imperative: An inventory and conceptual analysis of students' overuse of linearity W Van Dooren, D De Bock, D Janssens, L Verschaffel Journal for Research in Mathematics Education 39 (3), 311-342, 2008 | 147 | 2008 |
| Remedying secondary school students’ illusion of linearity: A teaching experiment aiming at conceptual change W Van Dooren, D De Bock, A Hessels, D Janssens, L Verschaffel Learning and Instruction 14 (5), 485-501, 2004 | 137 | 2004 |
| Abstract or concrete examples in learning mathematics? A replication and elaboration of Kaminski, Sloutsky, and Heckler's study D De Bock, J Deprez, W Van Dooren, M Roelens, L Verschaffel Journal for research in Mathematics Education 42 (2), 109-126, 2011 | 117 | 2011 |
| Students' overuse of proportionality on missing-value problems: How numbers may change solutions W Van Dooren, D De Bock, M Evers, L Verschaffel Journal for Research in Mathematics Education 40 (2), 187-211, 2009 | 96 | 2009 |
| The effects of different problem presentations and formulations on the illusion of linearity in secondary school students D De Bock, L Verschaffel, D Janssens Mathematical thinking and learning 4 (1), 65-89, 2002 | 92 | 2002 |
| The development of students’ use of additive and proportional methods along primary and secondary school C Fernández, S Llinares, W Van Dooren, D De Bock, L Verschaffel European journal of psychology of education 27, 421-438, 2012 | 73 | 2012 |
| Just answering… or thinking? Contrasting pupils' solutions and classifications of missing-value word problems W Van Dooren, D De Bock, K Vleugels, L Verschaffel Mathematical Thinking and Learning 12 (1), 20-35, 2010 | 69 | 2010 |
| STUDENTS’UNDERSTANDING OF PROPORTIONAL, INVERSE PROPORTIONAL, AND AFFINE FUNCTIONS: TWO STUDIES ON THE ROLE OF EXTERNAL REPRESENTATIONS D De Bock, W Van Dooren, L Verschaffel International Journal of Science and Mathematics Education 13, 47-69, 2015 | 57 | 2015 |
| The predictive power of intuitive rules: A critical analysis of the impact ofmore A–more B'andsame A–same B' W Van Dooren, D De Bock, D Weyers, L Verschaffel Educational Studies in Mathematics 56, 179-207, 2004 | 44 | 2004 |
| The predictive power of intuitive rules: A critical analysis of the impact ofmore A–more B'andsame A–same B' W Van Dooren, D De Bock, D Weyers, L Verschaffel Educational Studies in Mathematics 56, 179-207, 2004 | 44 | 2004 |
| EFFECT OF NUMBER STRUCTURE AND NATURE OF QUANTITIES ON SECONDARY SCHOOL STUDENTS'PROPORTIONAL REASONING C Fernandez, S Llinares, W Van Dooren, D De Bock, L Verschaffel Studia psychologica 53 (1), 69, 2011 | 35 | 2011 |
| Pupils' over‐reliance on linearity: A scholastic effect? W Van Dooren, D De Bock, D Janssens, L Verschaffel British Journal of Educational Psychology 77 (2), 307-321, 2007 | 33 | 2007 |
| Modelling for life: Developing adaptive expertise in mathematical modelling from an early age W Van Dooren, L Verschaffel, B Greer, D De Bock Elsevier; Oxford, 2006 | 30 | 2006 |
