How does Calcularis support numeracy development in dyscalculics?

As determined by the models on which Calcularis is based (from Shalev and von Aster to Dehaene and Butterworth), automating each number representation—magnitude, verbal, Arabic, and number line—as well as the ability to switch between these representations (referred to as "transcoding" by Dehaene), is paramount for developing math skills. However, this process is often inhibited or significantly delayed in children with dyscalculia.

To address these foundational skills, Calcularis explicitly trains number representations through targeted exercises. For example, some tasks ask children to compare quantities, position numbers (presented as quantities, numerically, or verbally) on a number line, or estimate values. Additionally, there are exercises for transcoding, such as presenting a structured set (a quantity) and requiring children to provide its numeric representation.

All Calcularis exercises in the "Number Processing" area explicitly focus on enhancing numeracy. Moreover, addition and subtraction tasks are performed on, or at least related to, the number line. This approach implicitly strengthens numeracy, particularly the understanding that addition involves increasing quantities or navigating right on the number line, while subtraction involves decreasing quantities or navigating left.

Several studies using Calcularis have demonstrated a measurable improvement in number sense among children. Specifically, they became significantly more accurate in solving number line tasks, which is one of the strongest indicators of numeracy.

See also:

• Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition
• Evaluation of a computer-based training program for enhancing arithmetic skills and spatial number representation in primary school children
• Overview of the games in Calcularis and the skills they train