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Longitudinal studies on the early acquisition of mathematical competences depending on the language skills of children aged 3;0 to 3;6
This mathematical testing method is based on the developmental model of mathematical competences according to Fritz and Ricken. MARKO-DO is currently being standardized in partnership with the University of Johannesburg in South Africa in 4 national languages (isiZulu, Sesotho, Afrikaans, English).
This mathematical testing method is based on the developmental model of mathematical competences according to Fritz and Ricken.
This testing method helps capturing the basic skills of primary school pupils at the end of grade 4 or in grade 5
This mathematical screening is based on the developmental model of mathematical competences according to Fritz and Ricken.
The aim was to prepare preschool children for primary school. Over a 6-month period the math skills of children participating in this sub-project were supplemented with the "Förderbox" - "Mina And The Mole" (Fritz & Gerlach) in day-care groups before they officially start school. The project was scientifically supported by Antje Ehlert and Annemarie Fritz-Stratmann.
Over a 2-year period the main objective was to capture the acquisition of conceptual mathematical knowledge of children with different mathematical competences (delayed - age-appropriate - accelerated). Focussing in particular on the working memory the development of conceptual mathematical knowledge and the influence of relevant cognitive functions on the mathematical acquisition of competencies using various diagnostic methods shall be investigated.
Under the initiative of the Ministry of Education and the North Rhine-Westphalian teacher association "Come with me! - Support instead of staying out" training courses for teachers focussing on developing and fostering mathematical basic competences of pupils at upper secondary level were conceived.
This study focused on the mathematical competence development of pupils with a learning disability. This investigation examined whether there are only quantitive or also qualitive differences regarding the acquisition of mathematical competencies during the developmental processes of mentally handicapped and normally developed children.
The one-school year longitudinal quasi-experimental intervention study „Self-reflexive learning in a school setting“ aims at strengthening the fostering of self-regulated learning in class and consequently, developing the self-regulation of pupils through the initiation of school focused cooperation between math teachers. In this context, written summaries of pupils and teachers as well as key events were carried out.
In the course of an investigation of preschoolers at the age of 4 to 6 years a working memory test based on a model by Baddeley and Hitch (1974) was designed and an existing numeracy test was further developed. The aim of the individual studies was to check the influence of working memory - differentiated between separate components: phonological loop, visual-spatial notepad and und central executive - on the acquisition of preschool mathematical competencies.