Mental Representation of Numbers and Arithmetical Competence in Early Primary School Age (MenZa)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 27.06.2016 |
|---|---|
| Current Version Available Since | 27.06.2016 |
| Survey Period | 2011 |
| Sample | Students in grade 1 (N=204); Classes (N=14); Schools (N=4) |
| Survey Unit | Students |
| Measured Competencies | Mathematics Achievement, Perception and Information Processing Speed, Reading Skills, ICT Literacy/Computer Knowledge |
| Region | Bavaria |
| Principal Investigators | Obersteiner, Prof. Dr. Andreas Reiss, Prof. Dr. Kristina |
| Data Producers | Reiss, Prof. Dr. Kristina Technische Universität München (TUM) / School of Education |
| Funded by | Federal Ministry of Education and Research |
| Suggested Citation | Obersteiner, A. & Reiss, K. (2016). Mentale Repräsentation von Zahlen und arithmetische Kompetenz im frühen Grundschulalter (MenZa) [Mental Representation of Numbers and Arithmetical Competence in Early Primary School Age (MenZa)] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_MenZa_v1 |
| Restriction Notice | There are no specific data restrictions. |
Project description
To support children`s development of mental number representations from a psychological and mathematics education perspective two approaches can be distinguished: On the one hand the use of structured quantity representation focusing on exact numerical processing (exact instructional approach) and on the other hand the use of linear number representations focusing on approximate number processing (approximate instructional approach). The project MenZa aimed at empirically testing the effectiveness of both theoretically reasonable approaches. (…) In Study 1 an experimental design with first graders was realized. The students were randomly assigned to one of the following conditions: approximate, exact, approximate and exact or neither approximate nor exact (= language training). All students received ten training sessions of 30 minutes each. To achieve maximal comparability, the intervention was implemented computer-based. (…) Before and after the intervention, the students completed achievement tests for basal numeric and arithmetic skills. In Study 2 a quasi-experimental design was applied. Second grade students with difficulties in mathematics attended ten training sessions (exact or approximate condition) in small group settings. First, mathematical exercises according to a set curriculum were discussed in the groups, then every student assembled the computer program also used in Study 1. Before and after the intervention the students performed the same achievement tests as in Study 1. Study 1 shows that both instructional approaches exert positive effects on those numerical skills that were directly supported (exact or approximate use of numbers). (IQB)
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
Literature
Selected literature is listed 
here (as of November 2019).
2016
Obersteiner, A. & Reiss, K. (2016). Mentale Repräsentation von Zahlen und arithmetische Kompetenz im frühen Grundschulalter (MenZa) (Version 1) [Datensatz]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_MenZa_v1
2013
Obersteiner, A., Reiss, K. & Ufer, S. (2013). How training on exact or approximate mental representations of number can enhance first-grade students' basic number processing and arithmetic skills. Learning and Instruction, (23), 125–135. Verfügbar unter https://doi.org/10.1016/j.learninstruc.2012.08.004
2012
Obersteiner, A. (2012). Mentale Repräsentationen von Zahlen und der Erwerb arithmetischer Fähigkeiten. Konzeptionierung einer Förderung mit psychologisch-didaktischer Grundlegung und Evaluation im ersten Schuljahr (Empirische Studien zur Didaktik der Mathematik Bd. 11). Münster: Waxmann.
Obersteiner, A., Reiss, K. & Ufer, S. (2012). Reaktionszeitexperimente zur Messung von Lerneffekten im ersten Schuljahr. In M. Ludwig & M. Kleine (Hrsg.), Beiträge zum Mathematikunterricht 2012 Digital. Vorträge auf der 46. Tagung für Didaktik der Mathematik (]. Münster: WTM-Verlag. Verfügbar unter http://www.mathematik.uni-dortmund.de/ieem/bzmu2012/files/BzMU12_0006_Obersteiner.pdf
Torbeyns, J., Obersteiner, A. & Verschaffel, L. (2012). Number sense in early and elementary mathematics education. Yearbook of the Department of Early Childhood Studies (Univ. of Ioannina), (5), 60–75. Verfügbar unter http://ejournals.epublishing.ekt.gr/index.php/jret/article/viewFile/8676/8948.pdf
2010
Obersteiner, A., Reiss, K. & Ufer, S. (2010). Fostering the development of mental number representations and arithmetic competencies in the first school year. Frontiers in Neuroscience, 4. https://doi.org/10.3389/conf.fnins.2010.11.00069
Obersteiner, A., Ufer, S. & Reiss, K. (2010). Förderung des Aufbaus mentaler Zahlrepräsentationen im Grundschulalter. In A. Lindmeier & S. Ufer (Hrsg.), Beiträge zum Mathematikunterricht 2010 Online (649-652). Münster: WTM-Verlag. Verfügbar unter https://doi.org/10.17877/DE290R-11867