References of "Wantz, Marc 40040122"
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Peer Reviewed
See detailLuxembourg
Wantz, Marc UL; Origer-Eresch, Marie-Paul; Reuter, Dyane

in Oberhuemer, Pamela; Schreyer, Inge; Neuman, Michelle J. (Eds.) Professionals in early childhood education and care systems : European profiles and perspectives (2010)

Detailed reference viewed: 31 (2 UL)
Peer Reviewed
See detailNumerische Kompetenzen bei Kindern
Wantz, Marc UL

in Krus, Astrid; Hammer, Richard (Eds.) „Kleine Forscher – Große Entdecker Psychomotorische Bewegungsförderung im Kleinkindalter“ (2009)

Detailed reference viewed: 43 (2 UL)
See detailRelations between numerical and visuospatial competencies
Wantz, Marc UL; Reuter, Bob UL; Martin, Romain UL et al

Scientific Conference (2009)

Detailed reference viewed: 47 (7 UL)
See detailChildren Talk - an important tool for cognitive development
Goeppner, Carole; Wantz, Marc UL; Dieschburg, Délia

Scientific Conference (2009)

Detailed reference viewed: 38 (0 UL)
See detailGender and mathematical competencies!?
Wantz, Marc UL; Brunner, Martin UL; Martin, Romain UL et al

Scientific Conference (2008, September 04)

Detailed reference viewed: 46 (9 UL)
Peer Reviewed
See detailZahlen und Psychomotorik
Wantz, Marc UL

in Motorik (2008), 2

Detailed reference viewed: 40 (0 UL)
See detailGender and mathematical competencies!?
Wantz, Marc UL; Brunner, Martin; Martin, Romain UL et al

Scientific Conference (2008)

Detailed reference viewed: 26 (1 UL)
See detailComputer assisted assessment of visuospatial working memory
Wantz, Marc UL; Martin, Romain UL; Hornung, Caroline UL et al

Poster (2007)

We present a new computer program that allows the assessment of visuospatial working memory (VSWM) in kindergarten children. The challenge for the assessment of VSWM in this age group is to present a test ... [more ▼]

We present a new computer program that allows the assessment of visuospatial working memory (VSWM) in kindergarten children. The challenge for the assessment of VSWM in this age group is to present a test design that is easily understandable for children and thus not too difficult while at the same time implying additional processing elements above the pure storage of positional information (according to the definition of Engle et al. 1999 that working memory combines an element of pure storage with processes of executive attention) The adopted test paradigm is based on a grid / no-grid paradigm for which a previous fMRI study with an adult population has shown that the memorization of positional information in a perceptively undifferentiated space (no-grid condition) requires additional attentional processes compared to the memorization of positional information in a perceptively structured space (grid condition). The setting of the test was adapted to children in Kindergarten. We used a tablet PC to administer the test. This procedure excludes that children fail because they can’t use the computer mouse in an appropriate way. The different items show a 4x4 grid where the eyes of a manikin appear on a dark background. Children are told that the positions of different manikins in a dark room have to be memorized. After a short period of time the eyes disappear again and up to four positions have to be memorized in this way. The test person then clicks in the grid where he believes that the different manikins are hidden. The setting allows measuring performance in terms of accuracy and time. First results with kindergarten children in Luxemburg will be presented showing the correlation of this VSWM task with other visuospatial and numerical tasks. [less ▲]

Detailed reference viewed: 72 (5 UL)
Peer Reviewed
See detailVisuelle Wahrnehmung und arithmetische Kompetenzen
Wantz, Marc UL; Martin, Romain UL; Schiltz, Christine UL

in Motorik (2007), 4

Detailed reference viewed: 51 (0 UL)
See detailNumerical competencies of young children
Wantz, Marc UL; Martin, Romain UL; Schiltz, Christine UL

Scientific Conference (2007)

Numerous studies show that wide ranges of competencies in different fields are necessary to develop a good numerical competency. Our research tried to find an answer to the question, which out of various ... [more ▼]

Numerous studies show that wide ranges of competencies in different fields are necessary to develop a good numerical competency. Our research tried to find an answer to the question, which out of various factors mainly influence the numerical competencies of young children. We focused on visuospatial, perceptive and tactile skills as determinants of the quality of early numerical representations. We adopted a longitudinal research design with three periods of data collection (two data collections during the second year of kindergarten and one at the end of first grade). Our test setting for the kindergarten included tests in the three areas mentioned above. The evaluation of these results shows that the numerical competencies are influenced by visuospatial competencies and knowledge of pre-numerical facts. An importance of the perceptive and tactile skills could not be established. At the end of first grade, after formal mathematical instruction, we made a mathematical competency test. A structural equation model of the subtests shows that the numerical knowledge at this stage can be divided in two separate factors: 1. A representational numerical factor (analogical representation of quantities: Triple Code model of Dehaene) 2. A more formal knowledge of mathematics (visual Arabic representation: Triple Code model of Dehaene, 1992). Predicting these two factors from the competency profile measured in kindergarten showed that the representational numerical factor was very well predicted from a general spatio-numerical factor found in the previous year, while the formal knowledge was predicted to a lesser degree by tactile skills measured at the end of kindergarten. Implications for numerical teaching in Kindergarten will be discussed. [less ▲]

Detailed reference viewed: 62 (7 UL)
Peer Reviewed
See detailFrüherkennung und Förderung von Problemen im Umgang mit Zahlen bei Kindern von 5-6 Jahren Psychomotorik in Deutschland: Bewegung in Bildung und Gesundheit
Wantz, Marc UL

in Fischer, Klaus; Knab, Eckhart; Behrens, Melanie (Eds.) Früherkennung und Förderung von Problemen im Umgang mit Zahlen bei Kindern von 5-6 Jahren (2006)

Detailed reference viewed: 30 (1 UL)
See detailFitifax : Persönlichkeits- und Sprachentwicklung im Rahmen der gesundheitsfördernden Vorschule (für vier- bis sechsjährige Mädchen und Jungen)
Dieschburg, Cornelle; Tholl-Hoesdorff, Marianne; Wantz, Marc UL

Book published by Éducation Nationale (2003)

Detailed reference viewed: 105 (4 UL)
See detailFocussing und Motopädagogik
Wantz, Marc UL

Scientific Conference (2001)

Detailed reference viewed: 23 (0 UL)