Abstract
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.
Highlights
Solid mathematic skills are important for a child’s academic career but are necessary for numerous situations in every-day life
Statistical analyses revealed no significant differences between the groups for gender, age, arithmetic/numerical performance or control variables in the initial diagnostic procedure (t1)
This method allowed to control for general intelligence (t1), before investigating the unique contribution of the potential predictors in step 2 and step 3 to the variance in arithmetic improvement
Summary
Solid mathematic skills are important for a child’s academic career but are necessary for numerous situations in every-day life. Computer-Based Learning in Dyscalculic Children profiles (Kaufmann and von Aster, 2012) with deficits regarding basic numerical processing, transcoding, counting, arithmetic fact retrieval, basic arithmetic skills, and word problems (e.g., Geary et al, 2007; Kaufmann et al, 2013; Kuhn et al, 2013; Landerl, 2013). Several studies have demonstrated that targeted interventions can improve different aspects of numerical cognition in children with DD (Dowker, 2004; Bryant et al, 2008; Fuchs et al, 2010). Ise et al (2012) conducted a meta-analysis concerning the efficacy of different treatment approaches for children with mathematical disabilities and reported a moderate mean effect size (Hedges’ g = 0.50) which is comparable to the results of other metaanalyses (Baker et al, 2002; Kroesbergen and van Luit, 2003; Chodura et al, 2015)
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