Georg Erfurt
Eva Hornecker
ABSTRACT
Dyscalculia affects comprehension of numerical mathematical problems, working with numbers and arithmetics. We describe our work on a training system for an exercise that trains connections between verbal and numerical representations of numbers and finger counting. Fingers support embodied cognition and constitute a natural numerical representation. We describe the design rationale and iterative development process, and first evaluation results for our system that enables children to train without guidance and feedback by a trainer.
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Index Terms
- Hands-On Math: A Training System for Children with Dyscalculia
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