Project NUMTEST: Assessing basic number competence without language

Poster (2017, May 31)

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally ... [more ▼]

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently, their measurements are tightly linked to the specific language context of test administration and thus their results cannot easily be compared across countries. Here we are showing results of the first pilot study of a research project that aims to develop a test for basic math abilities that does not rely on language instruction and minimizes language use. To this aim, video and animation based instructions were implemented on touchscreen devices. A first version of the tasks has been tested with two samples of first grade children in Luxembourg’s fundamental schools, of which half completed the same tasks with traditional verbal instructions. Our results indicate that performance in the experimental group was similar or better than the control group using verbal instructions. Relationships between linguistic background and the sample’s performance on one hand and qualitative usability aspects of nonverbal task instruction and tablet-pc use with young children will be discussed. [less ▲]

Training early visuo-spatial abilities: A controlled classroom-based intervention study.

in Applied Developmental Science (2017)

Visuo-spatial training can be considered as a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo ... [more ▼]

Visuo-spatial training can be considered as a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo-spatial intervention in kindergarten classrooms aiming to foster the development of children’s visuo-spatial and numerical abilities. A sample of N = 125 children participated in the present study, 68 children were part of the intervention group and participated in 20 training sessions of 20 minutes over a 10-week period, 57 children formed a business as usual control group. Results show that, at this young age, visuo-spatial and early math skills are already strongly interlinked. However, the training effects were domain-specific as they only improved visuo-spatial skills, but did not transfer to early math performance in the present setting. [less ▲]

Project NUMTEST; Assessing basic number competence without language

Poster (2017, February 20)

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally ... [more ▼]

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently their measurements are tightly linked to the specific language context of test administration and thus their results cannot easily be compared across countries. The present study is the first pilot study of a research project that aims to develop a test for basic math abilities that does not rely on language instruction and minimizes language use. To this aim, video and animation based instructions were implemented on touchscreen devices. A first version of the application has been tested with a sample of first grade children in Luxembourg’s fundamental schools, of which half used the same application but with traditional German instructions. First results indicate that performance in the experimental group was similar to the control group using verbal instructions. Relationships between linguistic background and the sample’s performance on one hand and qualitative usability aspects of nonverbal task instruction and tablet use with young children will be discussed. [less ▲]

Domain-Specificity of Need for Cognition Among High School Students

in European Journal of Psychological Assessment (2017), Advance online publication

Need for Cognition (NFC) is increasingly being investigated in educational research. In contrast to other non-cognitive constructs in this area, such as academic self-concept and interest, NFC has ... [more ▼]

Need for Cognition (NFC) is increasingly being investigated in educational research. In contrast to other non-cognitive constructs in this area, such as academic self-concept and interest, NFC has consistently been conceptualized as domain-general. We employed structural equation modelling to address the question of whether NFC can be meaningfully and gainfully conceptualized as domain-specific. To this end, we developed a domain-specific 20-item NFC scale with parallel items for Science, Mathematics, German, and French. Additionally, domain-general NFC was assessed with five domain-general items. Using a cross-sectional sample of more than 4500 Luxembourgish 9th graders, we found that a nested-factor model incorporating both a general factor and domain-specific factors better accounted for the data than a single- factor or a correlated-factor model. However, the influence of the general factor was markedly stronger than in corresponding models for academic self-concept and interest. When controlling for the domain-specific factors, only Mathematics achievement was significantly predicted by the domain-general factor, while all achievement measures (Mathematics, French, and German) were predicted by the corresponding domain-specific factor. The nested domain-specific NFC factors were clearly empirically distinguishable from first-order domain-specific interest factors. [less ▲]

How Do Different Aspects of Spatial Skills Relate to Early Arithmetic and Number Line Estimation?

in Journal of Numerical Cognition (2017), 3(2),

The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical ... [more ▼]

The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct’s non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children’s performance in arithmetic was predicted by their performance in the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children’s spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development. [less ▲]

Les Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés  ?

Book published by University of Luxembourg: LUCET (2017)

Die Lernplattform MathemaTIC: Digitales Erlernen der kognitiven Prozesse im Sachrechnen im Alter von 8 bis 10 Jahren

in Kortenkamp, Ulrich; Kuzle, Ana (Eds.) Beiträge zum Mathematikunterricht 2017 (2017)

L’utilisation de l’environnement numérique MathemaTIC pour développer les compétences dans le domaine de la résolution de problèmes arithmétiques

Scientific Conference (2016, November 21)

Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses ... [more ▼]

Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses différents ministères. Dans ce contexte, l’éducation nationale a initié le développement d’un environnement numérique pour l'apprentissage des mathématiques à l’écolefondamentale pour les élèves de cycle 4,Université du c'est-à-dire âgés de 10 à 12 ans. Suite au constat de faibles performances en mathématiques aux épreuves standardisées de début de cycle 3 (élèves de 8 à 10 ans), la question d'élargir l'implémentation de cet environnement numérique à ce cycle s'avère opportune. En effet, les résultats à ces épreuves indiquent que d’une part un quart de ces élèves n’arrive pas à atteindre le niveau socle et que d’autre part les résultats ne se sont que peu améliorés entre 2011 et2013. En d'autres termes, il y aurait donc un quart de la population scolaire de cycle 3 qui n’ aurait pas les compétences nécessaires pour suivre les apprentissages prévues en mathématiques. Les élèves concernés sont majoritairement d'un milieu socio-économique faible et issus de la migration.Ainsi, une étude est envisagée pour voir dans quelle mesure l’usage de l’environnement MathemaTIC favoriserait le développement des compétences en mathématiques, notamment dans le domaine de la résolution de problèmes arithmétiques. Cette étude se réalisera entre 2016 et 2018 avec un échantillon de 20 classes (400 élèves). Les items seront construits en partant des niveaux testés dans les Ep.Stan 3.1 et en se basant sur le plan d’études du cycle 3. Pour ce faire, l'approche adoptée est celle dite " centrée utilisateur ", issue du domaine des Interactions Hommes-Machines (IHM). Les compétences au début et à la fin de l’utilisation-même de l'environnement MathemaTIC par les élèves de cycle 3 seront mesurées par les épreuves standardisées Ep. Stan, sous le couvert du Lucet. [less ▲]

Different aspects of spatial skills and their relation to early mathematics

Poster (2016, September 29)

We aimed at investigating the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Several studies highlighted the relation between spatial ... [more ▼]

We aimed at investigating the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Several studies highlighted the relation between spatial skills and mathematics. However, due to their non-unitary nature, different aspects of spatial skills need to be differentiated to clarify the relative importance of different aspects of spatial skills for mathematics. In the present study, at time 1, a spatial perception task, a spatial visualization task and visuo-motor integration task were administered to assess different aspects of spatial skills. Furthermore we assessed domain-specific skills and verbal domain-general skills. Four months later, the same children performed an arithmetic task and a number line estimation task to evaluate how the abilities measured at time 1 predict early mathematics. Hierarchical regression modelling revealed that children’s performance on the spatial perception task was predictive of their performance in both arithmetic and number line estimation, whereas visuo-motor integration and knowledge of the Arabic numerals significantly predicted arithmetic. The predictive relation between spatial perception and arithmetic was partially mediated by the number line estimation task. Our findings emphasize the role of spatial skills, notably spatial perception, in mathematical development. These results reveal the importance to differentiate within the construct of spatial skills when studying their role in numerical development. The development and implementation of pre-school interventions fostering children’s spatial perception and visuo-motor integration might thus be a promising approach for providing children with a sound foundation for later mathematical learning. [less ▲]

Using behavioral data from computer-generated log files to understand complex problem solving performance in a computer-based assessment

Scientific Conference (2016, July)