Erziehung und Unterricht 2018/3+4

338 Graß, Raum und Zahl – Zusammenhänge zwischen Raumvorstellung und Arithmetik Erziehung und Unterricht • März/April 3-4|2018 Kaufmann, L. & Nuerk, H.-C. (2007): Zahlenverarbeitung: typische und atypische Entwicklungsverläufe. In: Kaufmann, L., Nuerk, H.-C., Konrad, K. & Willmes, K. (Hrsg.), Kognitive Entwicklungsneuropsycho- logie (S. 383-398). Göttingen: Hogrefe. Kaufmann, L., Lochy, A., Drexler, A. & Semenza, C. (2004): Deficient arithmetic fact retrieval: Storage or acces problem? Neuropsychologia 42 , p. 482-496. Klingberg, T. (2012): Is working memory capacity fixed? Journal of Applied Research in Memory and Cognition, 1 (3), p. 194-196. Knops, A., Dehaene, S., Berteletti, I. & Zorzi, M. (2014): Can approximate mental calculation account for operational momentum in addition and subtraction? The Quarterly Journal of Experimental Psy- chology, 67 (8), p. 1541-1556. Knops, A., Thirion, B., Hubbard, E. M., Michel, V. & Dehaene, S. (2009): Recruitment of an area involved in eye movements during mental arithmetic. Science, 324 (5934), p. 1583-1585. Knops, A., Zitzmann, S. & McCrink, K. (2013): Examining the presence and determinants of operational momentum in childhood. Front. Psychol., 4 , p. 325. doi: 10.3389/fpsyg.2013.00325. Krauthausen, G. & Scherer, P. (2007): Einführung in die Mathematikdidaktik . Heidelberg: Spektrum. Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schönmann, C., Plangger, F., et al. (2011): Mental number line training in children with developmental dyscalculia. Neuroimage, 57 (3), p. 782-795. Kyttälä, M., Aunio, P., Lehto, J. E.;, Van Luit, J. & Hautamäki, J. (2003): Visuospatial working memory and early numeracy. Educational and Child Psychology, Vol 20 (3), p. 65-76. Landerl, K. & Kaufmann, L. (2013): Dyskalkulie: Modelle, Diagnostik, Intervention (Vol. 3066) . UTB. Lindemann, O. & Fischer, M. H. (2015): Cognitive foundations of human number representations and mental arithmetic. In R.C. Kadosh & A. Dowker (Hrsg.), The oxford handbook of numerical cognition . Oxford: Oxford University Press, p. 35-44. Link, T., Nuerk, H.C. & Moeller, K. (2014): On the relation between the mental number line and arithme- tic competencies. The Quarterly Journal of Experimental Psychology, 67 , p. 1597-1613. Logie, R. H., Gilhooly, K. J. & Wynn, V. (1994): Counting on working memory in arithmetic problem sol- ving. Memory & cognition, 22 (4), p. 395-410. Lorenz, J. H. (2006): Förderdiagnostische Aufgaben für Kindergarten und Anfangsunterricht. Die Ent- wicklung mathematischen Denkens in Kindergarten und Grundschule: Beobachten–Fördern–Do- kumentieren , S. 55-66. Lorenz, J. H. (2017): Einige Anmerkungen zur Repräsentation von Wissen über Zahlen. Journal für Ma- thematikdidaktik 38 , S. 125-139. Lubinski, D. (2010): Spatial ability and STEM: A sleeping giant for talent identification and develop- ment. Personality and Individual Differences, 49 (4), p. 344-351. Lyons, I. M., Nuerk, H. C. & Ansari, D. (2015): Rethinking the implications of numerical ratio effects for understanding the development of representational precision and numerical processing across formats. Journal of Experimental Psychology: General, 144 (5), p. 1021-1035. Masson, N. & Pesenti, M. (2014): Attentional bias induced by solving simple and complex addition and subtraction problems. The Quarterly Journal of Experimental Psychology, 67 (8), p. 1514-1526. Merschmeyer-Brüwer, C. (2011): Raum und Form. Vorstellung und Verständnis. In: Mathematik diffe- renziert , Heft 1/2011 . Braunschweig: Westermann, S. 4-5. Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C. & Menon, V. (2010): Differential contribution of spe- cific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences, 20 (2), p. 101-109. Mix, K. S. & Cheng, Y. L. (2012). The relation between space and math: developmental and educational implications. Advances in child development and behavior, 42 , p. 197-243. Moeller, K., Fischer, U., Nuerk, H. C. & Cress, U. (2015): Computers in mathematics education – training the mental number line. Computers in Human Behavior, 48 , p. 597-607. National Council of Teachers of Mathematics (2010): Focus in Grade 1: Teaching with curriculum focal points. Reston, VA: Author. Newcombe, N. S. (2010): Picture this: Increasing math and science learning by improving spatial thin- king. American Educator, 34 (2), p. 29.