This article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6–12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved their mathematical abilities.

Aktuelle Studienergebnisse verdeutlichen, dass sich Kinder bereits im frühen Grundschulalter hinsichtlich ihrer Mathematikangst unterscheiden und dass diese mit deren Mathematikleistung korreliert (Vukovic et al., 2013;Wu et al., 2012

Günther; von Aster, Michael (2012)Children who focus more on numbers show better performance in numerical tasks. In addition, the amount of SFON seems to develop consistently over time. Therefore, SFON can be used as a predictor of future numerical development (Hannula et al. 2010).In children with developmental dyscalculia (DD), the acquisition of numerical abilities is specifically impaired. These children have problems in basic numerical skills, like counting or the fast and accurate enumeration of small numerosities (subitizing), the understanding of cardinal and ordinal principles, as well as in higher mathematical skills, as arithmetic Besides of SFON, a variety of cognitive skills were examined in 76 children between 7 and 11 years of age; half of them were diagnosed with DD. Children with DD and control children were carefully matched for general cognitive abilities, but differed significantly in number-related measures.Results indicated significantly weaker SFON tendency in children with DD, which means that these children pay less attention on the aspect of exact numerosity compared to typically achieving children. Furthermore, the amount of SFON was positively related to number processing. Children who focus spontaneously less on exact quantities performed lower in numerical tasks. In summary, the present study showed for the first time that children with DD focus their attention less on quantitative aspects in their natural surrounding. Whether the reduced SFON tendency influences the development of counting and calculation abilities in a negative way or whether a deficit in basic number processing due to dyscalculia results in a diminished SFON amount is open. However, lower SFON behaviour delineates an additional characteristic of developmental dyscalculia and earns special interest since SFON is a stable and sensitive measure of further learning success. SFON tendency might be accounted as an early predictor of dyscalculia risk on the grounds that it can already be assessed in 3.5 year old children. Finally, the encouragement to focus on numerical aspects by adequate learning environments can enhance SFON tendency which positively affects the development of mathematical skills in children (Hannula et al. 2005b). Hence, support in the development of SFON behaviour seems also advisable for children with dyscalculia.