Modelling and Optimizing the Process of Learning Mathematics

Käser, Tanja; Busetto, Alberto Giovanni; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; Aster, Michael von; Groß, Markus

doi:10.1007/978-3-642-30950-2_50

Cited by 22 publications

(12 citation statements)

References 12 publications

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“…The case studies illustrate that children practice in areas, where they have deficits and generally demonstrate large improvements in these areas after training. Furthermore, it has been shown, that the use of a skill net allowing for different training trajectories optimizes the learning process (Käser et al, 2012). …”

Section: Discussionmentioning

confidence: 99%

“…After each trial, the program estimates the actual knowledge state of the child and displays a new task adjusted to this state. The student model and controller mechanism are based on the mathematical concepts presented by Käser et al (2012) and were developed for the study version of the training structure.…”

Section: Methodsmentioning

confidence: 99%

“…When going forward, the control algorithm prefers main games over support games (section Structure) and thus chooses the shortest way through the skill net. A detailed description of the mathematical model and control algorithm can be found in Käser et al (2012). …”

Section: Methodsmentioning

confidence: 99%

“…The intervention uses core elements of “Rescue Calcularis” (Kucian et al, 2011). Compared to previous studies, we provide a more complete training of mathematical skills and employ a user model allowing flexible adaptation [based on the student model and control algorithm presented in Käser et al (2012)]. Our program combines the training of basic numerical cognition with the training of arithmetical abilities.…”

Section: Introductionmentioning

confidence: 99%

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Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition

Käser¹,

Baschera²,

Kohn³

et al. 2013

Front. Psychol.

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This article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6–12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved their mathematical abilities.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition

Käser¹,

Baschera²,

Kohn³

et al. 2013

Front. Psychol.

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“…The Bayes net comprises a directed acyclic graph which represents various mathematical skills and their relationships. The user model is based on the student model and control algorithm presented in Käser et al ( 2012 ). Furthermore, repetitions of mastered skills (e.g., subitizing or arithmetic operations in already mastered number ranges) are implemented to strengthen trained abilities.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children

et al. 2016

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Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6–8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.

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