Differential Effects of a Mathematical Competencies Training for Low Achieving Primary School Students and Students from Special Education Classes for Struggling Learners – A Reanalysies of two Studies

dc.creator	Jan Kuhl
dc.creator	Daniel Sinner
dc.creator	Teresa Hecht
dc.creator	Marco Ennemoser
dc.date	2011-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:33Z
dc.date.available	2015-07-20T22:12:33Z
dc.identifier	1869-4845
dc.identifier	1869-4934
dc.identifier	https://doaj.org/article/da53a7f762c54a779bdd7cdd6b5b3af2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15315
dc.description	The following effects were revealed by two studies on the mathematical advancement in elementary schools: Elementary school pupils make long-term profits from a training of quantity-number competencies, which result in a transfer of basic arithmetic skills. In contrast, students of special education schools only gain short term benefits from such training and no transfer effect can be shown.These differences in training effects could be the result of individual differences of the scholars or of differences schooling. In order to study this query in more detail, children with comparable individual conditions, but from different school systems (elementary school or special education school), of two different studies with comparable design were chosen. By these means, the following four conditions could be compared: 1) elementary school pupils, having received training of quantity-number competencies (N = 6); 2) elementary school pupils, having obtained general training of inductive reasoning (N = 6); 3) scholars of special education schools, having obtained training of quantity-number competencies (N = 6), and 4) pupils of special education schools, having received general training of inductive reasoning (N = 6). The results showed that both mathematical training groups increase their quantity-number competencies on a short-term basis. However, only for the elementary school pupils these effects are stable over time. In addition, only those scholars succeed in transferring the trained quantity-number competencies to arithmetic abilities. Possible reasons for these findings are discussed.
dc.language	German
dc.publisher	Pabst Science Publishers
dc.relation	http://www.psychologie-aktuell.com/fileadmin/download/esp/4-2011_20120104/hecht.pdf
dc.relation	https://doaj.org/toc/1869-4845
dc.relation	https://doaj.org/toc/1869-4934
dc.source	Empirische Sonderpädagogik, Vol 3, Iss 4, Pp 308-323 (2011)
dc.subject	early mathematical training
dc.subject	quantity-number competencies
dc.subject	precursor competencies
dc.subject	learning disability
dc.subject	special needs
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Differential Effects of a Mathematical Competencies Training for Low Achieving Primary School Students and Students from Special Education Classes for Struggling Learners – A Reanalysies of two Studies
dc.type	article