Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Word problems in mathematics education: a survey
2020216 citationsLieven Verschaffel, Stanislaw Schukajlow et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
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Countries citing papers authored by Wim Van Dooren
Since
Specialization
Citations
This map shows the geographic impact of Wim Van Dooren's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Wim Van Dooren with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Wim Van Dooren more than expected).
This network shows the impact of papers produced by Wim Van Dooren. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Wim Van Dooren. The network helps show where Wim Van Dooren may publish in the future.
Co-authorship network of co-authors of Wim Van Dooren
This figure shows the co-authorship network connecting the top 25 collaborators of Wim Van Dooren.
A scholar is included among the top collaborators of Wim Van Dooren based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Wim Van Dooren. Wim Van Dooren is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Dooren, Wim Van, et al.. (2016). Hangen cijferprestaties van leerlingen in het basisonderwijs samen met het gebruikte wiskundehandboek? Een mixed methods analyse.. Pedagogische Studiën. 93(4). 206–222.2 indexed citations
6.
Schukajlow, Stanislaw, et al.. (2016). Effects of short-term practicing on realistic responses to missing data problems. Lirias (KU Leuven).1 indexed citations
7.
Verschaffel, Lieven, et al.. (2015). Reconsidering SFOR: Characterizing children’s spontaneous focus on quantitative relations. In J. McMullen (Chair) Expanding inquiries of spontaneous mathematical focusing tendency within mathematical development. Symposium conducted at the Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Lirias (KU Leuven).1 indexed citations
8.
Verschaffel, Lieven, et al.. (2014). “That sounds Greek to me!” Primary children's additive and proportional responses to unreadable word problems. Lirias (KU Leuven). 2. 361–368.1 indexed citations
9.
Saenen, Lore, Mieke Heyvaert, Ilke Grosemans, Wim Van Dooren, & Patrick Onghena. (2014). The equiprobability bias in the Monty Hall dilemma: A comparison of primary school, secondary school, and university students. Lirias (KU Leuven). 36(36). 2859–2864.1 indexed citations
10.
Verschaffel, Lieven, et al.. (2014). Making sense of word problems: the effect of rewording and dyadic interaction. Lirias (KU Leuven). 4. 201–208.6 indexed citations
11.
Bock, Dirk De, et al.. (2011). Concreet of abstract? Nieuw onderzoek weerlegt negatief effect van concrete voorbeelden. Lirias (KU Leuven).1 indexed citations
12.
Fernández, Ceneıda, Salvador Llinares, Wim Van Dooren, Dirk De Bock, & Lieven Verschaffel. (2011). EFFECT OF THE NUMBER STRUCTURE AND NATURE OF QUANTITIES ON THE SECONDARY SCHOOL STUDENTS' PROPORTIONAL REASONING. Studia Psychologica. 53(1). 69–81.20 indexed citations
13.
Vamvakoussi, Xenia, et al.. (2010). Greek and Flemish students’ understanding of the density of rational numbers: More similar, than different. Lirias (KU Leuven).2 indexed citations
14.
Fernández, Ceneıda, Salvador Llinares, Wim Van Dooren, Dirk De Bock, & Lieven Verschaffel. (2009). Effect of the number structure and the quantity nature on secondary school students' proportional reasoning. Lirias (KU Leuven).5 indexed citations
15.
Dooren, Wim Van, et al.. (2007). Proportional reasoning as a heuristic based process: In search for evidence in students' reaction times. Lirias (KU Leuven).3 indexed citations
Dooren, Wim Van, Lieven Verschaffel, Brian Greer, & Dirk De Bock. (2006). Modelling for life: developing adaptive expertise in mathematical modelling from an early age. Lirias (KU Leuven).16 indexed citations
18.
Bock, Dirk De, et al.. (2004). Onterecht lineair redeneren door leerlingen in het secundair onderwijs: een dieptestudie. Pedagogische Studiën. 81(1). 42–57.
19.
Dooren, Wim Van, et al.. (2004). Students' overreliance on proportionality: evidence from primary school students solving elementary arithmetic problems. Lirias (KU Leuven).1 indexed citations
20.
Dooren, Wim Van, et al.. (2003). Secondary School Students' Improper Proportional Reasoning: The Role of Direct versus Indirect Measures.. Lirias (KU Leuven). 2. 293–300.6 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
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Rankless may not fully capture the entirety of a scholar's output or impact.