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Abstract :
[en] 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.
