Stephanie Roesch

University of Tübingen | EKU Tübingen · Institute of Education

Teachers' information and communication technology (ICT) competences are considered key to better integrate ICT in their teaching and learning approaches. Accordingly, several national and international studies aimed at evaluating teachers' ICT competences. However, most previous studies focused on secondary school teachers and also hardly differen...

The acquisition of part-whole understanding is considered to be fundamental in early mathematical education. However, recent research indicated that analogue and digital learning environments largely fail to offer systematic approaches to promote part-whole understanding. Therefore, we are currently developing a digital learning resource (DLR) t...

Teachers’ information and communication technology (ICT) competences are considered key to better integrate ICT in their teaching and learning approaches. Accordingly, several national and international studies aimed at evaluating teachers’ ICT competences. However, most previous studies focused on secondary school teachers and also hardly differen...

The ubiquity of mobile devices has made mobile touchscreen interaction a promising avenue for learning. Although children start using educational apps from early age, only a few apps adhere to interaction design recommendations and undergo empirical evaluation of their educational potential. In this paper, we describe the concept and design of an a...

Zusammenfassung. Hintergrund: In zahlreichen Studien wurden inzwischen die Zusammenhänge zwischen Feinmotorik, Fingergnosie und frühen mathematischen Fähigkeiten untersucht. Ziel der vorliegenden Arbeit ist es, einen Überblick über diese Studien zu geben und diese qualitativ dahingehend auszuwerten, für welche mathematischen Fähigkeitsbereiche bere...

Through repeated use of fingers for counting and representing numerical magnitudes in early childhood, specific finger patterns become associated with mental representations of specific quantities. Although children as young as three years of age already use their fingers for representing numerical quantities, evidence on advantageous recognition o...

Bisherige Studien zeigten wiederholt, dass basale fingersensorische und -motorische Fähigkeiten wie Fingergnosie und Fingerbeweglichkeit mit numerischen Fähigkeiten assoziiert sind. In der vorliegenden Studie wurden beide Prädiktoren erstmalig gemeinsam im Hinblick auf ihre Bedeutung für frühe Rechenfähigkeiten im Vorschulalter untersucht. Die Erge...

In the present study, we investigated whether structured quantities like finger or dice patterns are enumerated better than unstructured quantities because they may not require counting. Moreover, we hypothesized children’s mastery of structured quantities to predict their later arithmetic performance longitudinally. In particular, we expected that...

Die meisten Kinder setzen im Lauf ihrer numerischen Entwicklung ihre Finger zum Zählen und initialen Rechnen ein. Allerdings werden Vor- und Nachteile solch fingerbasierter numerischer Strategien kontrovers diskutiert. Zum einen gibt es aus verschiedenen Studien Hinweise, dass fingerbasierte Strategien (z.B. Fingerzählen und simultane Erfassung der...

The well-documented association between fingers and numbers is not only based on the observation that most children use their fingers for counting and initial calculation, but also on extensive behavioral and neuro-functional evidence. In this article, we critically review developmental studies evaluating the association between finger sensorimotor...

Visual-spatial abilities (VSA) are considered a building block of early numerical development. They are intuitively acquired in early childhood and differentiate in further development. However, when children enter school, there already are considerable individual differences in children’s visual-spatial and numerical abilities. To better understan...

Changes in number line estimation (NLE) performance are frequently used as an indicator for the development of the number magnitude representation. For this purpose, two different task versions have been applied: a traditional bounded and a relatively new unbounded NLE task. Previous studies mainly assessed primary school children or adults showing...

There is a well-documented association between fingers and numbers, which was claimed to stem from the use of finger-based strategies for counting and calculating during childhood. Recently, it has been argued that this may lead to a concomitant activation of finger-based alongside other numerical representations when encountering single-digit numb...

Mobile devices have now become omnipresent in our everyday lives with almost all households being equipped with at least one mobile phone or tablet. Hence, it is no wonder that their educational potential has been increasingly explored by app developers already targeting at very young users. Nevertheless, although educational apps for preschoolers...

Recent years have seen a considerable increase in informal educational environments complementing formal educational settings such as schools. In this chapter, we will report results on the efficacy of a web-platform for game-based learning of orthography and numeracy. Besides the behavioral assessment of the platform, we focused specifically on ne...

Die Literatur zur Rechenschwäche und Dyskalkulie wird zunehmend umfangreicher. So wurden bereits zahlreiche standardisierte Tests entwickelt und vielfältige Fördermanuale für Kinder mit Rechenschwäche publiziert. Dadurch verbessert sich zunehmend die Qualität von Diagnostik und Förderung. Es ist jedoch zu beobachten, dass die Entwicklung von Test-...

Recent studies indicated that finger gnosis (i.e., the ability to perceive and differentiate one's own fingers) is associated reliably with basic numerical competencies. In this study, we aimed at examining whether finger gnosis is also a unique predictor for initial arithmetic competencies at the beginning of first grade-and thus before formal mat...

In den letzten Jahren wächst in den Schulen stetig das Bewusstsein für Rechenschwäche. Um einem Kind schulische Maßnahmen wie Förderunterricht zukommen zu lassen, ist dabei nach wie vor das LeherInnenurteil von zentraler Bedeutung. Testbasierte Diagnostik kann jedoch helfen, die Förderung in der Schule zu optimieren, indem konkrete Problembereiche...

Numeracy and literacy are key competencies in modern knowledge societies with insufficient skills resulting in severe disadvantages on the individual and the societal level. Therefore, we are in urgent need for effective prevention and remediation programs corroborating numeracy and literacy. In the present article we describe the development and f...

Numerical cognition has long been considered the perfect example of abstract information processing. Nevertheless, there is accumulating evidence in recent years suggesting that the representation of number magnitude may not be entirely abstract but may present a specific case of embodied cognition rooted in the sensory and bodily experiences of ea...