Erziehung und Unterricht 2018/3+4

Graß, Raum und Zahl – Zusammenhänge zwischen Raumvorstellung und Arithmetik 337 Erziehung und Unterricht • März/April 3-4|2018 Dehaene, S., Dupoux, E. & Mehler, J. (1990): Is numerical comparison digital? Analogical and symbolic effects in two-digit number comparison. Journal of Experimental Psychology: Human Perception and Performance, 16 (3), p. 626. Dehaene, S., Piazza, M., Pinel, P. & Cohen, L. (2003): Three parietal circuits for number processing. Cog- nitive Neuropsychology, 20 , p. 487-506. Dietrich, J.F., Huber, S. & Nuerk, H. C. (2015): Methodological aspects to be considered when measuring the approximate number system (ANS) – a research review. Frontiers in Psychology, 17 (6), p. 295. Feigenson, L., Dehaene, S. & Spelke E. S. (2004): Core systems of number. Trends in Cognitive Sciences. 8 , p. 307-314. Fias, W. & Fisher, M. H. (2005): Spatial representation of numbers. In J. I.D. Campbell (Hrsg.), Handbook of mathematical cognition. Hove: Psychology Press, p. 43-54. Fischer, U. & Moeller, K. (2014): Aktuelle Befunde zu Zahlenstrahltrainings – Verschiedene Ansätze und deren Wirksamkeit. In: G. Schulte-Körne (Hrsg.), Legasthenie und Dyskalkulie – Neue Methoden zur Diagnostik und Förderung. Bochum: Winkler. S. 33-47. Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U. & Nuerk, H.-C. (2016): Dancing with the SNARC: Mea- suring spatial-numerical associations on a digital dance mat. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 70 (4), p. 306-315. Fischer, U., Moeller, K., Cress, U. & Nuerk, H. C. (2011): Embodied spatial numerical training of number magnitude representation – an intervention study. Psychonomic Bulletin & Reviews, 18, p. 177-183. Fischer, U., Moeller, K., Cress, U. & Nuerk, H.-C. (2013): Interventions supporting children’s mathematics school success: a meta-analytic review. European Psychologist, 18 (2), p. 89-113. Fuson, K. C. & Willis, G. B. (1988): Subtracting by counting up: More evidence. Journal for Research in Mathematics Education , p. 402-420. Gathercole, S. E. & Pickering, S. J. (2000): Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70 (2), p. 177- 194. Geary, D. C., Hoard, M. K., Byrd ‐ Craven, J., Nugent, L. & Numtee, C. (2007): Cognitive mechanisms un- derlying achievement deficits in children with mathematical learning disability. Child develop- ment, 78 (4), p. 1343-1359. Gelman, R. & Gallistel, C. (1978): Young children's understanding of numbers. Cambridge, MA. Gevers, W., Lammertyn, J., Notebaert, W., Verguts, T. & Fias, W. (2005): Automatic response activation of implicit spatial information: Evidence from the SNARC effect. Acta Psychologica, 122 , p. 221-233. Göbel, S. M., Shaki, S. & Fischer, M. H. (2011): The cultural number line: a review of cultural and linguis- tic influences on the development of number processing. Journal of Cross-Cultural Psychology, 42 (4), p. 543-565. Graß, K.-H. (2017): Raumvorstellung und Arithmetik – Zusammenhänge zwischen Raum und Zahl. SVH. Grassmann, M., Eichler, K.-P., Mirwald, E. & Nitsch, B. (2010): Mathematikunterricht. Kompetent im Un- terricht der Grundschule Band 5 . Hohengehren: Schneider, S. 93-160. Grüßing, M. (2012): Räumliche Fähigkeiten und Mathematikleistung: Eine empirische Studie mit Kindern im 4. Schuljahr. Münster: Waxmann. Hartmann, M., Mast, F. W. & Fischer, M. H. (2015): Spatial biases during mental arithmetic: evidence from eye movements on a blank screen. Frontiers in Psychology, 6 , p. 12. Hartmann, M., Mast, F. W. & Fischer, M. H. (2016): Psychological Research, 80 : 399. https://doi.org/10.1007/s00426-015-0722-5 Hubbard, E., Piazza, M., Pinel, P. & Dehaene, S. (2005): Interactions between number and space in pa- rietal cortex. Nature Reviews, 6 , p. 435-448. Jansen, P. (2007): Rechnen braucht Geometrie. Die Entwicklung eines tragfähigen Zahlbegriffs beruht auf räumlicher Orientierung. In: Grundschule, Heft 12/2007 . Braunschweig: Westermann, S. 8-11. Kadosh, R. C., Lammertyn, J. & Izard, V. (2008): Are numbers special? An overview of chronometric, neu- roimaging, developmental and comparative studies of magnitude representation. Progress in neu- robiology, 84 (2), p. 132-147. Kahneman, D., Treisman, A. & Gibbs, B. J. (1992): The reviewing of object files: Object-specific integra- tion of information. Cognitive psychology, 24 (2), p. 175-219.