Continuing on from Part 1, which appeared in the same publication, this study looked at the influence of Calcularis on mental irregularities, maths performance anxiety and the children’s own perception of their skills.
This publication looked at the direct, longer-term effects of Calcularis. The children who participated in the study trained for 20 minutes five days per week over a period of six to eight weeks. It was concluded that Calcularis doesn’t simply lead to an improvement in the short term, but also enables learners to build on their progress over a longer period.
The authors of this study instructed one third of the participants to practise with Calcularis and another third to practise with Orthograph (the training control group).
The goal of this study was to determine whether Calcularis was also capable of helping younger students improve the numeracy skills in which they showed the greatest need for support. In addition, the study investigated whether the children’s anxiety about maths could be reduced by the training.
The purpose of this article was both to introduce the key concepts of Calcularis (user-specific adaptations, multisensory learning, modelling of the neurological development process) and to present the results of the first Calcularis study.
This study set out to investigate two things: firstly, whether the revised version of Grafari (Orthograph), called Dybuster back then, was successful in facilitating greater learning progress, and secondly, whether the resulting improvement in spelling skills could be attributed to enhanced phonological understanding.
