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Large-scale study confirms effectiveness of Calcularis

10 Nov, 2022

Calcularis, our inclusive maths learning program, has been evaluated in smaller studies that clearly showed that the software was beneficial for increasing children’s proficiency in math. A large-scale study took place in Germany in 2016 with over one hundred children participating. The study looked at the software’s effects on students in general, rather than focusing on children with learning differences such as dyscalculia.

education, elementary school, learning, technology and people concept - group of school kids with tablet pc computer having fun on break in classroom
Calcularis is a mathematics learning software developed in collaboration with neuroscientists and computer scientists at the Swiss Federal Institute of Technology in Zurich.

The study results determined that the software increased children’s mathematical abilities and were published on 2 June 2016 in Frontiers in Psychology.

The study differed from other reviews of computer-based arithmetic training in that it compared three groups: one training with Calcularis, one waiting control group, and one training with spelling intervention software. Compared to the latter two groups, children training with Calcularis “demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes,” as reported in the study. You can read the study in full here.

There have been three previous studies focused on the benefits of Calcularis, and the results all appeared in peer-reviewed journals:

  • Kucian, K., et al. (2011). “Mental number line training in children with developmental dyscalculia.” NeuroImage 57(3): 782-795.
  • Käser, T., et al. (2013). “Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition.” Frontiers in Psychology 4.
  • Rauscher, L., et al. (2016). “Evaluation of a computer-based training program for enhancing arithmetic skills and spatial number representation in primary school children.” Front. Psychol. 7:913

The newest study is one of two being conducted in Berlin. We look forward to the second results, including a group of dyscalculic children training with non-computer-based interventions for comparison.

Calcularis is intended to help teachers, not replace them. We think there is no replacement for a good teacher, but we hope this study could encourage teachers to use Calcularis in teaching math students. We are delighted that our software has the potential to help children around the world, including those who struggle with challenges such as dyscalculia.

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