| The framework theory approach to the problem of conceptual change S Vosniadou, X Vamvakoussi, I Skopeliti International handbook of research on conceptual change, 3-34, 2008 | 680 | 2008 |
| Understanding the structure of the set of rational numbers: A conceptual change approach X Vamvakoussi, S Vosniadou Learning and instruction 14 (5), 453-467, 2004 | 433 | 2004 |
| How many decimals are there between two fractions? Aspects of secondary school students’ understanding of rational numbers and their notation X Vamvakoussi, S Vosniadou Cognition and instruction 28 (2), 181-209, 2010 | 362 | 2010 |
| Naturally biased? In search for reaction time evidence for a natural number bias in adults X Vamvakoussi, W Van Dooren, L Verschaffel The Journal of Mathematical Behavior 31 (3), 344-355, 2012 | 214 | 2012 |
| How many numbers are there in a rational numbers interval? Constraints, synthetic models and the effect of the number line X Vamvakoussi, S Vosniadou Reframing the conceptual change approach in learning and instruction, 265-282, 2007 | 95* | 2007 |
| Re-framing the conceptual change approach in learning and instruction 2004 European Symposium on Conceptual Change 4th, Delphi Greece Elsevier, 2007 | 92 | 2007 |
| What fills the gap between discrete and dense? Greek and Flemish students’ understanding of density X Vamvakoussi, KP Christou, L Mertens, W Van Dooren Learning and Instruction 21 (5), 676-685, 2011 | 83 | 2011 |
| Teachers’ attitudes to and beliefs about web-based collaborative learning environments in the context of an international implementation V Kollias, N Mamalougos, X Vamvakoussi, M Lakkala, S Vosniadou Computers & Education 45 (3), 295-315, 2005 | 78 | 2005 |
| Examining mathematics learning from a conceptual change point of view: Implications for the design of learning environments S Vosniadou, X Vamvakoussi Instructional Psychology: Past, present, and future trends–Sixteen essays in …, 2006 | 68 | 2006 |
| Students’ interpretations of literal symbols in algebra KP Christou, S Vosniadou, X Vamvakoussi Reframing the conceptual change approach in learning and instruction, 283-297, 2007 | 64 | 2007 |
| Brief Report. Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study X Vamvakoussi, W Van Dooren, L Verschaffel Educational studies in mathematics 82, 323-330, 2013 | 58 | 2013 |
| Bridging the gap between the dense and the discrete: The number line and the “rubber line” bridging analogy X Vamvakoussi, S Vosniadou Mathematical Thinking and Learning 14 (4), 265-284, 2012 | 52 | 2012 |
| Conceptual change M Schneider, X Vamvakoussi, W Van Dooren Springer; New York Dordrecht Heidelberg London, 2012 | 52 | 2012 |
| The development of rational number knowledge: Old topic, new insights X Vamvakoussi Learning and Instruction 37, 50-55, 2015 | 49 | 2015 |
| The framework theory approach applied to mathematics learning X Vamvakoussi, S Vosniadou, W Van Dooren International handbook of research on conceptual change, 305-321, 2013 | 37 | 2013 |
| Using analogies to facilitate conceptual change in mathematics learning X Vamvakoussi ZDM 49 (4), 497-507, 2017 | 32 | 2017 |
| Bridging psychological and educational research on rational number knowledge X Vamvakoussi, KP Christou, S Vosniadou Journal of Numerical Cognition 4 (1), 84-106, 2018 | 29 | 2018 |
| Individual Differences in Students' Knowing and Learning about Fractions: Evidence from an In-Depth Qualitative Study. M Bempeni, X Vamvakoussi Frontline Learning Research 3 (1), 18-35, 2015 | 26 | 2015 |
| The transition from natural to rational number knowledge J Van Hoof, X Vamvakoussi, W Van Dooren, L Verschaffel Acquisition of complex arithmetic skills and higher-order mathematics …, 2017 | 25 | 2017 |
| Proportional Reasoning. Educational Practices Series 30. W Van Dooren, X Vamvakoussi, L Verschaffel UNESCO International Bureau of Education, 2018 | 21 | 2018 |
Wim Van DoorenKU Leuven在 kuleuven.be 的电子邮件经过验证
