Wirksamkeitsevaluation einer strukturorientierten vs. phantasieanregenden vorschulischen Förderung mathematischer Basiskompetenzen.

Autor/inn/en	Renner, Agnes; Krajewski, Kristin; Schneider, Wolfgang
Titel	Wirksamkeitsevaluation einer strukturorientierten vs. phantasieanregenden vorschulischen Förderung mathematischer Basiskompetenzen. Gefälligkeitsübersetzung: Evaluation of a Structure-Oriented Preschool Training of Quantity-Number Competencies.
Quelle	In: Frühe Bildung, 15 (2025) 3, S. 128-139Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2191-9194
DOI	10.1026/2191-9186/a000727
Schlagwörter	Erziehung; Kindergarten; Förderunterricht; Dyskalkulie; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Zahlenverständnis; Leistung; Kindergartenkind; Risikogruppe
Abstract	Quantity-number competencies are considered to be the most influential predictors of mathematical development in school and represent an important starting point for effective prevention of dyscalculia. This longitudinal study evaluated the long-term effects of the training program ?Mengen, zählen, Zahlen? (QNL training: linking quantities to number words) in comparison with a control intervention program, namely, ?Numberland? (NL, ?Zahlenland?). A total of 231 preschool children (77 at-risk children) were trained with QNL. Another 222 preschool children (76 at-risk children) received NL training, and 114 preschool children (37 at-risk children) who did not receive any special training formed the control group (CG). The QNL-trained children showed significantly greater improvements in quantity-number competencies compared to the NL and CG groups in both short- and long-term assessments. This effect was particularly pronounced for at-risk children, in the comparison with NL, and for increases in higher quantity-number competencies (arithmetical comprehension). Moreover, a long-term transfer effect on arithmetical comprehension in Arabic numeral form was found for the QNL training group at the end of first grade and thus on numerical skills, which are central for the (early) diagnosis of dyscalculia. Effects did not transfer to achievements in curricular mathematics. The difference in the effectiveness of QNL and NL allows conclusions to be drawn about how numerical training should be designed and instructed so that at-risk children with low quantity-number competencies in particular can be supported successfully and sustainably. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3