TY - GEN A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - Kucian, Karin A1 - Käser, Tanja A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia BT - What Influences Individual Responsiveness? T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 650 KW - developmental dyscalculia KW - mathematics instruction KW - computer-based training KW - intelligent tutoring system (ITS) KW - numerical development KW - evaluative study KW - primary school Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474159 SN - 1866-8364 IS - 650 ER - TY - JOUR A1 - Moraske, Svenja A1 - Penrose, Anna A1 - Wyschkon, Anne A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Prävention von Rechenstörungen T1 - Prevention of Dyscalculia BT - Kurz- und mittelfristige Effekte einer Förderung der mathematischen Kompetenzen bei Risikokindern im Vorschulalter BT - Short-Term and Intermediate Effects of Stimulating Numerical Competencies for Children at Risk in Preschool JF - Kindheit und Entwicklung N2 - Ziel ist die Überprüfung der kurz- und mittelfristigen Wirksamkeit einer vorschulischen Förderung des Mengen- und Zahlenverständnisses bei Kindern mit einem Risiko für die Entwicklung einer Rechenstörung. Es wurden 32 Risikokinder mit einer Kombination aus den Förderprogrammen Mathematik im Vorschulalter und Mengen, zählen, Zahlen im letzten Kindergartenjahr von den Erzieherinnen trainiert und mit 38 untrainierten Risikokindern verglichen. Hinsichtlich der kurzfristigen Wirksamkeit zeigten sich positive Trainingseffekte auf die numerischen Leistungen im letzten Kindergartenjahr. Es ließen sich keine signifikanten mittelfristigen Trainingseffekte auf die Rechenleistungen im zweiten Halbjahr der 1. Klasse finden. Das eingesetzte vorschulische Präventionsprogramm leistete danach einen wichtigen Beitrag zur kurzfristigen Verbesserung der mathematischen Basiskompetenzen. N2 - A slew of studies has shown that training programs teaching numerical competencies have positive short-term effects on mathematical performance. The results for the intermediate effects are not consistent and there are only a few studies on this issue. The aim of this investigation was to evaluate the short-term and intermediate effects of a preschool training program stimulating numerical competencies for children at risk of developing dyscalculia (<= 10th percentile). During the last kindergarten year, 32 children at risk were trained with a combination of the intervention Mathematik im Vorschulalter and Mengen, zahlen, Zahlen by their kindergarten teachers, who were trained and supervised. Contents of the preschool training were: counting, number knowledge up to 10, comprehension of quantity concept, visual differentiation, spatial ability, simple arithmetic operation, handling of symbols, realizing abstract-logical correlations, and identifying cause-effect relations. The training lasted 11 weeks and took place twice a week (session duration = 30-40 min). Children who participated in at least 50% of the sessions were included. The control group consisted of 38 untrained children at risk. For measuring numerical competencies in kindergarten, a subtest of the instrument Basisdiagnostik Umschriebener Entwicklungsstorungen im Vorschulalter - Version III (BUEVA-III) was used, and for measuring mathematical performance the test Deutsche Mathematiktest fur erste Klassen (DEMAT 1+) was used. Before the training there were no group differences between the training and control group regarding mathematical performance and overall intelligence. The training showed positive short-term effects for numerical competencies in the last kindergarten year (medium effect size). While trained children could significantly improve their mathematical competencies to an average level (from 34 to 41 t-value points), the performances of the untrained children stayed below average. Unfortunately, there were no significant intermediate effects for mathematical performance in the second half of the first grade. Regarding the diagnosis of dyscalculia as defined by the ICD-10, it was not possible to gather a sufficiently large sample in the first grade fulfilling the criteria to test differences between training and control groups. Methodological limitations of this study were the missing random allocation to treatment conditions, a large drop-out rate, and long testing periods. The preschool training that was used to stimulate numerical competencies contributed significantly toward improving numerical competencies in the short term. Further investigations will determine the long-term effects of the training in the second and third grade. This is particularly important because dyscalculia occurring from the second grade on is a stable phenomenon. KW - developmental dyscalculia KW - numerical competence KW - prevention KW - risk KW - specific developmental disorder KW - Rechenstörung KW - Zahlen- und Mengenverständnis KW - Prävention KW - Risiko KW - Umschriebene Entwicklungsstörung Y1 - 2017 U6 - https://doi.org/10.1026/0942-5403/a000242 SN - 0942-5403 SN - 2190-6246 VL - 27 IS - 1 SP - 31 EP - 42 PB - Hogrefe CY - Göttingen ER - TY - GEN A1 - Rauscher, Larissa A1 - Kohn, Juliane A1 - Käser, Tanja A1 - Mayer, Verena A1 - Kucian, Karin A1 - McCaskey, Ursina A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Evaluation of a computer-based training program for enhancing arithmetic skills and spatial number representation in primary school children T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 430 KW - numerical development KW - evaluative study KW - primary school KW - computer-based training KW - mathematics instruction Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-406727 IS - 430 ER - TY - THES A1 - Rauscher, Larissa T1 - Effekte eines Förderprogramms zur Verbesserung der Rechenfertigkeiten auf Leistung, sozio-emotionale Merkmale und psychische Auffälligkeiten Y1 - 2017 ER - TY - JOUR A1 - Rauscher, Larissa A1 - Kohn, Juliane A1 - Käser, Tanja A1 - Mayer, Verena A1 - Kucian, Karin A1 - McCaskey, Ursina A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children JF - Frontiers in psychology N2 - Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6–8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation. KW - numerical development KW - evaluative study KW - primary school KW - computer-based training KW - mathematics instruction Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.00913 SN - 1664-1078 VL - 7 SP - 14086 EP - 14099 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - Kucian, Karin A1 - Käser, Tanja A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia BT - What Influences Individual Responsiveness? JF - Frontiers in Psychology N2 - This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances. KW - developmental dyscalculia KW - mathematics instruction KW - computer-based training KW - intelligent tutoring system (ITS) KW - numerical development KW - evaluative study KW - primary school Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2020.01115 SN - 1664-1078 VL - 11 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Moraske, Svenja A1 - Penrose, Anna A1 - Wyschkon, Anne A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Prävention von Rechenstörungen T1 - Prevention for dyscalculia BT - kurz- und mittelfristige Effekte einer Förderung der mathematischen Kompetenzen bei Risikokindern im Vorschulalter BT - short-term and intermediate effects of training stimulating numerical competencies for children at risk in preschool T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Ziel ist die Überprüfung der kurz- und mittelfristigen Wirksamkeit einer vorschulischen Förderung des Mengen- und Zahlenverständnisses bei Kindern mit einem Risiko für die Entwicklung einer Rechenstörung. Es wurden 32 Risikokinder mit einer Kombination aus den Förderprogrammen Mathematik im Vorschulalter und Mengen, zählen, Zahlen im letzten Kindergartenjahr von den Erzieherinnen trainiert und mit 38 untrainierten Risikokindern verglichen. Hinsichtlich der kurzfristigen Wirksamkeit zeigten sich positive Trainingseffekte auf die numerischen Leistungen im letzten Kindergartenjahr. Es ließen sich keine signifikanten mittelfristigen Trainingseffekte auf die Rechenleistungen im zweiten Halbjahr der 1. Klasse finden. Das eingesetzte vorschulische Präventionsprogramm leistete danach einen wichtigen Beitrag zur kurzfristigen Verbesserung der mathematischen Basiskompetenzen. N2 - A slew of studies has shown that training programs teaching numerical competencies have positive short-term effects on mathematical performance. The results for the intermediate effects are not consistent and there are only a few studies on this issue. The aim of this investigation was to evaluate the short-term and intermediate effects of a preschool training program stimulating numerical competencies for children at risk of developing dyscalculia (≤ 10th percentile). During the last kindergarten year, 32 children at risk were trained with a combination of the intervention Mathematik im Vorschulalter and Mengen, zählen, Zahlen by their kindergarten teachers, who were trained and supervised. Contents of the preschool training were: counting, number knowledge up to 10, comprehension of quantity concept, visual differentiation, spatial ability, simple arithmetic operation, handling of symbols, realizing abstract–logical correlations, and identifying cause–effect relations. The training lasted 11 weeks and took place twice a week (session duration = 30 – 40 min). Children who participated in at least 50 % of the sessions were included. The control group consisted of 38 untrained children at risk. For measuring numerical competencies in kindergarten, a subtest of the instrument Basisdiagnostik Umschriebener Entwicklungsstörungen im Vorschulalter – Version III (BUEVA-III) was used, and for measuring mathematical performance the test Deutsche Mathematiktest für erste Klassen (DEMAT 1+) was used. Before the training there were no group differences between the training and control group regarding mathematical performance and overall intelligence. The training showed positive short-term effects for numerical competencies in the last kindergarten year (medium effect size). While trained children could significantly improve their mathematical competencies to an average level (from 34 to 41 t-value points), the performances of the untrained children stayed below average. Unfortunately, there were no significant intermediate effects for mathematical performance in the second half of the first grade. Regarding the diagnosis of dyscalculia as defined by the ICD-10, it was not possible to gather a sufficiently large sample in the first grade fulfilling the criteria to test differences between training and control groups. Methodological limitations of this study were the missing random allocation to treatment conditions, a large drop-out rate, and long testing periods. The preschool training that was used to stimulate numerical competencies contributed significantly toward improving numerical competencies in the short term. Further investigations will determine the long-term effects of the training in the second and third grade. This is particularly important because dyscalculia occurring from the second grade on is a stable phenomenon. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 616 KW - developmental dyscalculia KW - numerical competence KW - prevention KW - risk KW - specific developmental disorder KW - Rechenstörung KW - Zahlen- und Mengenverständnis KW - Prävention KW - Risiko KW - Umschriebene Entwicklungsstörung Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434101 SN - 1866-8364 IS - 616 SP - 31 EP - 42 ER -