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Erik De Corte

Erik De Corte

D-Index & Metrics

Social Sciences and Humanities

D-Index
57
Citations
12170
World Ranking
1792
National Ranking
17

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association
  • 1995 - Member of Academia Europaea
  • Member of the Norwegian Academy of Science and Letters Psychology and Education
  • Member of the Norwegian Academy of Science and Letters Psychology and Education
  • Member of the Norwegian Academy of Science and Letters Psychology and Education

Overview

Erik De Corte is affiliated with KU Leuven in Belgium. Their academic career is noted for memberships in prominent scientific organizations, reflecting a recognized presence in the fields of psychology and education.

Erik De Corte holds membership in the Academia Europaea since 1995 and became a Fellow of the American Educational Research Association in 2008. Additionally, they are a member of the Norwegian Academy of Science and Letters, specifically associated with the sections of Psychology and Education.

This scientist's work encompasses several aspects of educational research and psychology, although specific topics, fields of study, or recent publications are not detailed in the available data. Likewise, there is no publicly listed information on frequent co-authors, publication venues, or book publications.

While detailed bibliographic records are not present, the honors and affiliations indicate engagement with international academic communities related to educational research. Membership in these organizations typically involves contributions toward advancing knowledge and practice in education and psychology.

Erik De Corte's profile demonstrates a sustained involvement in scholarly networks and professional bodies, suggesting an established role within the academic environment at KU Leuven and beyond.

Best Publications

  • Making sense of word problems

    Lieven Verschaffel;G. B. Greer;Erik de Corte

  • Realistic considerations in mathematical modeling of school arithmetic word problems

    Lieven Verschaffel;Erik De Corte;Sabien Lasure

  • Framing Students’ Mathematics-Related Beliefs

    Peter Op’t Eynde;Erik De Corte;Lievan Verschaffel

  • Learning To Solve Mathematical Application Problems: A Design Experiment with Fifth Graders.

    Lieven Verschaffel;Erik De Corte;Sabien Lasure;Griet Van Vaerenbergh

  • Whole number concepts and operations

    Lieven Verschaffel;B Greer;Erik De Corte

  • Influence of rewording verbal problems on children's problem representations and solutions

    Erik De Corte;Lieven Verschaffel;Luc de Win

  • Self-Regulation: A Characteristic and a Goal of Mathematics Education

    Erik De Corte;Lieven Verschaffel;Peter Op 't Eynde

  • The Effect of Semantic Structure on First Graders' Strategies for Solving Addition and Subtraction Word Problems

    Erik De Corte;Lieven Verschaffel

  • Teaching Realistic Mathematical Modeling in the Elementary School: A Teaching Experiment With Fifth Graders

    Lieven Verschaffel;Erik De Corte

  • Computer-Based Learning Environments and Problem Solving

    Erik De Corte;Marcia C. Linn;Heinz Mandl;Lieven Verschaffel

  • Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology

    Erik De Corte

  • Pre-service teachers' conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems

    L. Verschaffel;E. De Corte;I. Borghart

  • Learning and Instruction : European Research in an International Context

    Heinz Mandl;Erik de Corte;Neville Bennett;Helmut Felix Friedrich

  • Improving text comprehension strategies in upper primary school children: a design experiment.

    Erik de Corte;Lieven Verschaffel;An Van De Ven

  • Powerful learning environments : unravelling basic components and dimensions

    Erik de Corte;Lieven Verschaffel;Noel Entwistle;Jeroen Van Merriënboer

  • International Perspectives on the Design of Technology-supported Learning Environments

    Stella Vosniadou;Erik De Corte;Robert Glaser;Heinz Mandl

  • Learning to reflect and to attribute constructively as basic components of self-regulated learning.

    Chris Masui;Chris Masui;Erik De Corte

  • Transfer as the Productive Use of Acquired Knowledge, Skills, and Motivations:

    Erik De Corte

  • “Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom

    Peter Op ’t Eynde;Erik De Corte;Lieven Verschaffel

  • Framing students' mathematics-related beliefs: a quest for conceptual clarity and a comprehensive categorization

    Peter Op 't Eynde;Erik De Corte;Lieven Verschaffel

  • The CLIA-model: a framework for designing powerful learning environments for thinking and problem solving

    Erik De Corte;Lieven Verschaffel;Chris Masui

  • Solving compare problems: An eye movement test of Lewis and Mayer's consistency hypothesis.

    Lieven Verschaffel;Erik De Corte;Ann Pauwels

  • Number and Arithmetic

    Lieven Verschaffel;Erik De Corte

  • Teachers' approaches towards word problem solving: Elaborating or restricting the problem context

    Fien Depaepe;Fien Depaepe;Erik De Corte;Lieven Verschaffel

Frequent Co-Authors

Heinz Mandl
Heinz Mandl Ludwig-Maximilians-Universität München
Stella Vosniadou
Stella Vosniadou Flinders University
Jan Van Damme
Jan Van Damme KU Leuven
Martin Valcke
Martin Valcke Ghent University
Jan Elen
Jan Elen KU Leuven
Filip Dochy
Filip Dochy KU Leuven
James G. Greeno
James G. Greeno University of Pittsburgh
David C. Berliner
David C. Berliner Arizona State University

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