Erik De Corte
Bio and Research Interest
Contributing to the development of theories of learning from instruction with a focus on the following topics: learning and teaching of problem-solving and learning skills; metacognitive, affective/emotional and epistemological aspects of learning; design and evaluation of powerful learning environments; mathematics learning and teaching
Theoretical and empirical study on the determination, formulation, classification and evaluation of the cognitive objectives of mathematics education at the primary school (March 1970)
De Corte, E. Mason, L., Depaepe, F., & Verschaffel, L. (2011). Self-regulation of mathematical knowledge and skills. In B.J. Zimmerman & D.H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 155-172).New York: Routledge.
De Corte, E. (2010). Historical developments in the understanding of learning. In H. Dumont, D.Istance, & F. Benavides (Eds.), The nature of learning. Using research to inspire practice (pp. 35-67). Paris: OECD Publishing.
De Corte, E., Verschaffel, L., & Masui, C. (2004). The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving. European Journal of Psychology of Education, 19, 365-384.
De Corte, E., Greer, B., & Verschaffel, L. (1996). Mathematics teaching and learning. In D.C. Berliner & R. Calfee (Eds.), The handbook of educational psychology (pp.491-549). New York: Macmillan.
De Corte, E., & Weinert, F. E. (Eds.). (1996). International encyclopedia of developmental and instructional psychology. Oxford, UK: Elsevier Science.
University of Leuven
Center for Instructional Psychology
and Technology (CIP&T)
Dekenstraat 2 Box 3773