The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation

in Journal of Experimental Child Psychology (2021)

MaGrid: A Language-Neutral Early Mathematical Training and Learning Application

in International Journal of Emerging Technologies in Learning (2018), 13(08), 4-18

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school ... [more ▼]

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school) that are either not possible to be solved in traditional schooling or cost a lot of time and resources. In this paper, we present a pedagogical training and learning application called MaGrid (Math on Grid), which has been developed to foster early mathematical skills in pre-schoolers. MaGrid is a tablet-based application, which provides a wide range of training tasks targeting fundamental mathematical concepts for the preschool level. The language-neutral property of MaGrid is an innovative aspect that makes MaGrid different from existing mathematical training applications. This property may reduce the barrier of language from mathematical education for second language learners encountered in multilingual school settings. MaGrid allows individual learning in an interactive way and provides real-time feedback. Moreover, MaGrid is capable of recording students’ activities while working on the training tasks, which can help teachers and parents keep track of a student’s progress in different tasks and observe potential training-related improvements over time. Finally, we describe a series of experiments carried out using the MaGrid application during special training and assessment sessions in several preschools in Luxembourg. [less ▲]

Overcoming language barriers in early mathematics instruction with “MaGrid” - a language-neutral training tool for multilingual school settings

Poster (2018, April 08)

Mathematical knowledge at the onset of formal schooling paves the way for children’s achievement in formal mathematics (e.g. Duncan et al., 2007; Watts et al., 2014). Hence, it is crucial to equip ... [more ▼]

Mathematical knowledge at the onset of formal schooling paves the way for children’s achievement in formal mathematics (e.g. Duncan et al., 2007; Watts et al., 2014). Hence, it is crucial to equip children with sound basic mathematical competencies by deploying effective teaching interventions during preschool years. However, multilingual school settings, such as Luxembourg (65% of the pupils are second language learners) pose a special challenge for instruction. Non-native pre-schoolers perform lower on early mathematics tests than their age-matched peers (Bonifacci et al., 2016; Kleemans et al., 2011). This gap is most likely due to missing out on learning opportunities, as a result of lower proficiency in the language of instruction. To provide equal access to early mathematics education for all children, we developed a language-neutral early mathematics training tool, the “MaGrid”-app. This innovative training tool has been evaluated, so far, in two studies in multilingual Luxembourg. In a first study, children from five classrooms (N = 68) used the tool to train visuo-spatial abilities, an important predictor of mathematical abilities (see e.g. Mix et al., 2016), over ten weeks (2x20min/week). At post-test, significant gains in the visuo-spatial domain were observed, compared to children from “teaching-as-usual” classrooms (N = 57). In a second study, we elaborated a comprehensive language-neutral early mathematics intervention, with “MaGrid” at its core. Findings from both training studies will be presented in detail and the importance of domain-specific versus domain-general precursors, as well as practical implications, will be discussed. [less ▲]

Visuo-spatial abilities are key for young children’s verbal number skills

in Journal of Experimental Child Psychology (2018), 166C

Children’s development of verbal number skills (i.e, counting abilities and knowledge of the number names) presents a milestone in mathematical development. Different factors such as visuo-spatial and ... [more ▼]

Children’s development of verbal number skills (i.e, counting abilities and knowledge of the number names) presents a milestone in mathematical development. Different factors such as visuo-spatial and verbal abilities have been discussed to contribute to the development of these foundational skills. To understand the cognitive nature of verbal number skills in young children, the present study assessed the relation of preschoolers’ verbal and visuo-spatial abilities to their verbal number skills. In total, 141 children aged between five and six years participated in the present study. Verbal number skills were regressed on vocabulary, phonological awareness and visuo-spatial abilities, as well as verbal and visuo-spatial working memory in a structural equation model. Only visuo-spatial abilities emerged as a significant predictor of verbal number skills in the estimated model. Our results suggest that visuo-spatial abilities contribute to a larger extent to children’s verbal number skills than verbal abilities. From a theoretical point of view, these results suggest a visuo-spatial, rather than a verbal, grounding of verbal number skills. These results are potentially informative for the conception of early mathematics assessments and interventions. [less ▲]

The relevance of verbal and visuo-spatial abilities for verbal number skills – what matters in 5 to 6 year olds?

Poster (2017, September)

The acquisition of verbal number skills, as defined by the meaningful use of number words, marks a milestone in numerical development. In the present study, we were particularly interested in the question ... [more ▼]

The acquisition of verbal number skills, as defined by the meaningful use of number words, marks a milestone in numerical development. In the present study, we were particularly interested in the question, whether verbal number skills are primarily verbal in nature, or if they call upon visuo-spatial processes, reflecting a spatial grounding of verbal number skills. 141 five- to six-year old children were tested on a range of verbal (i.e. vocabulary, phonological awareness and verbal working memory) and visuo-spatial abilities (i.e. spatial perception, visuo-motor integration and visuo-spatial working memory). We were particularly interested in the predictive role of these abilities for children’s verbal number skills (as measured by different counting and number naming tasks). In a latent regression model, basic visuo-spatial abilities, measured by spatial perception and visuo-motor integration, emerge as the most important predictor of verbal number skills. This gives raise to the assumption, that verbal number skills are, despite their verbal nature, spatially grounded in young children. [less ▲]

Visuo-spatial abilities are key for children’s verbal number skills

Poster (2017, February 22)

Verbal number skills (i.e. counting and number naming) are milestones in numerical development. The aim of the present study was to clarify the role of different verbal abilities (VA) and visuo-spatial ... [more ▼]

Verbal number skills (i.e. counting and number naming) are milestones in numerical development. The aim of the present study was to clarify the role of different verbal abilities (VA) and visuo-spatial abilities (VSA) in the development of these verbal number skills in kindergarten. We recruited 152 children (mean age: 5.8 years) and administered different measures of VA (e.g. phonological awareness, pseudoword recall) and of VSA (e.g. spatial perception, copying) to assess their contribution to verbal number skills. Firstly, we computed two independent regression models, a “VA only” model explaining 23% of variance, and a “VSA only” model explaining 38% of variance. Adding verbal measures to the “VSA only” model does not lead to a significant increase in R2. Our results show that VSA, rather than VA, contribute to a larger extent to children’s verbal number skills. Intriguingly, the development of verbal number skills builds on VA, but more importantly on VSA. These results are potentially informative for the conception early mathematics interventions. [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 ▲]

Développement d’un instrument de dépistage des précurseurs cognitifs pour l’apprentissage scolaire dans un contexte multilingue

Poster (2016, June)

Nombreuses études ont pu constater que les aptitudes et les apprentissages précoces influencent les apprentissages académiques ultérieurs. La valeur prédictive de différentes fonctions cognitives à l’âge ... [more ▼]

Nombreuses études ont pu constater que les aptitudes et les apprentissages précoces influencent les apprentissages académiques ultérieurs. La valeur prédictive de différentes fonctions cognitives à l’âge préscolaire est un sujet toujours vivement discuté. L'apprentissage des mathématiques, de la lecture et de l'écrit sont soutenues par des fonctions cognitives telles que les capacités pré-numériques, le langage, les fonctions visuo-spatiales, les fonctions exécutives dont la mémoire de travail, la vitesse de traitement et la raisonnement logique. Néanmoins, seulement peu de données scientifiques sont actuellement disponibles sur l’apport de ces différentes fonctions cognitives aux apprentissages scolaires dans un contexte multilingue comme celui du Luxembourg. Au Luxembourg environ 35 % des élèves scolarisés à l'école maternelle parlent Luxembourgeois à la maison. La plupart des enfants parlent d'autres langues voire plusieurs langues au sein de leur famille. A l'école maternelle les enfants apprennent le Luxembourgeois pendant 2-3 ans. Ensuite en 1ère année de l'enseignement fondamental primaire public, tous les enfants sont alphabétisés en Allemand. Et ce n'est qu'un an plus tard que le Français s'ajoute aux apprentissages scolaires. L'apprentissage des langues est un projet ambitieux au Luxembourg et les résultats nationaux ont montré que 42 % des élèves en 3e année primaire (CE2) n'ont malheureusement pas obtenu le niveau minimal à atteindre visé par le plan d'étude en 2013 (Hornung, Hoffmann, Lorphelin, Gamo, Ugen, Fischbach, & Martin, 2015). Le but est de développer un instrument qui s'adapte au contexte scolaire multilingue et qui permet de mesurer ces précurseurs cognitifs d’une manière valide. Ce projet vise à mieux comprendre comment différentes capacités cognitives précoces influencent les différents apprentissages scolaires dans un contexte scolaire multilingue chez l’enfant de 4 à 7 ans et les résultats de ce projet pourront servir comme base pour pouvoir développer des outils d’intervention visant à stimuler le développement de ces précurseurs dans un contexte multilingue. La présente batterie de tests inclut plusieurs épreuves brèves individuelles pour évaluer les performances numériques et visuo-spatiales, la capacité d'inhibition verbale et d'inhibition motrice, l'empan de la mémoire de travail verbale et visuo-spatiale, la flexibilité verbale, la vitesse de traitement, la conscience phonologique, la discrimination visuelle et le vocabulaire expressif chez l’enfant de 4 à 7 ans. Ces petites épreuves visent à évaluer ces différents précurseurs cognitifs de l’apprentissage scolaire et elles ont été développées et adaptées spécifiquement pour le contexte préscolaire suite à un pilotage avec la population cible. Dans une première phase, les relations entre ces différentes épreuves seront étudiées pour pouvoir concrétiser notre compréhension sur l’interrelation de ces différents précurseurs cognitifs. Afin de pouvoir évaluer la valeur prédictive de ces différentes fonctions cognitives, une approche longitudinale est visée. Nous avons prévu de mettre en relation les résultats obtenus au préscolaire (Phase I) avec les résultats de ces mêmes enfants obtenus lors des «épreuves standardisées» du monitoring scolaire au Luxembourg, réalisées en première année de l’école primaire (CP en France) (Phase II). [less ▲]

Tablet-based visuo-spatial training tool for preschoolers

Poster (2015)

In the context of numerical development, visuo-spatial skills are are assumed to provide an early foundation for later mathematical learning. First evidence for positive effects of visuo-spatial training ... [more ▼]

In the context of numerical development, visuo-spatial skills are are assumed to provide an early foundation for later mathematical learning. First evidence for positive effects of visuo-spatial training on numerical performance in children has recently been provided (Cheng & Mix, 2014). In sum, visuo-spatial training can be considered as being a promising approach for enhancing young children’s early math performance and providing them with a sound foundation for later mathematical learning. Nevertheless, rarely any visuo-spatial training material is currently available for the preschool setting. Based on this, we have developed a tablet-based visual-spatial intervention tool for preschoolers. This tool has been specifically designed for the school setting and should be administered by a teacher to a whole classroom or a small group of children. In terms of design, the tablet workspace is conceptualized as an electronic blackboard being used in combination with external material such as booklets. A multitude of tasks targeting different levels of visual-spatial abilities have been developed and will be presented. This tool is currently being scientifically evaluated in the context of a first classroom based intervention study in Luxembourgish kindergartens (N=125). In a pretest-posttest design, we are evaluating changes in visuo-spatial abilities and potential transfer effects on numerical abilities in the intervention group (n=68) compared to a “teaching as usual” control group (n=57). The intervention is carried out twice per week (20 minutes per session) over a period of 10 weeks. Only near transfer effects could be observed, but no further transfer to non-trained transformation skills and early math abilities. Training effects were thus restricted to skills that have been specifically targeted during training sessions. [less ▲]

Effets d’un entraînement cognitif sur la marche chez les personnes âgées

Poster (2014, May 16)

Plusieurs études ont pu démontrer l´association entre troubles de la marche, chutes et fonctions cognitives (attention, fonctions exécutives) chez les personnes âgées. Il semble ainsi prometteur dans le ... [more ▼]

Plusieurs études ont pu démontrer l´association entre troubles de la marche, chutes et fonctions cognitives (attention, fonctions exécutives) chez les personnes âgées. Il semble ainsi prometteur dans le cadre de la prévention de chutes, d´analyser les effets d´un entraînement cognitif sur la marche. En ce qui concerne les paramètres de la marche, une variabilité du pas élevée et un ralentissement de la vitesse de marche sous condition de double tâche, sont des indicateurs sensibles permettant d’évaluer le risque de chutes. La présente étude a analysé les effets d´un entraînement neurocognitif sur ces différents paramètres. L´échantillon est composé de 24 personnes âgées (âge moyen : 85, écart-type : 5.69). Les participants ont été affectés soit à un groupe d´intervention participant à un entraînement cognitif de six semaines (n=14), soit à un groupe contrôle (n=10). Un design quasi-expérimental avec des mesures pré- et posstest a été utilisé. L´analyse de la marche a été effectué à l´aide du système Gaitrite® qui permet de mesurer e.a. la vitesse, la variabilité de la durée du cycle de marche et la variabilité de la longueur du cycle de marche. Sous la condition double tâche, des effets d’importance clinique ont pu être observés dans le groupe d’intervention après l’entraînement cognitif. Une réduction de la vitesse de marche moins importante après l’entraînement (taille d’effet, δ = |.25|) ainsi qu’une réduction de la variabilité de la longueur du cycle de marche ont pu être observés (taille d’effet, δ = |.54|). Ces premiers résultats sont prometteurs et suggèrent qu´un entraînement cognitif peut avoir le potentiel d´améliorer les troubles de marche. Néanmoins, des recherches ultérieures avec des échantillons plus grands sont nécessaires afin de confirmer et de renforcer les résultats trouvés lors de l´étude présente. [less ▲]