Zwanzigeins vs. einundzwanzig: Rechenschwache Kinder profitieren von einer stellenwertgerechten Zahlensprechweise.
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| Title: | Zwanzigeins vs. einundzwanzig: Rechenschwache Kinder profitieren von einer stellenwertgerechten Zahlensprechweise. |
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| Alternate Title: | "Zwanzigeins" vs. "einundzwanzig": Children with Poor Numeracy Skills Benefit from Non-Inverted Number Words in German. |
| Authors: | Hartwig, Vivien1,2 (AUTHOR), Kuhl, Anna3 (AUTHOR), von Aster, Michael4 (AUTHOR), Morfeld, Peter5 (AUTHOR) peter.morfeld@zwanzigeins.jetzt |
| Source: | Lernen und Lernstörungen. 2026, Vol. 15 Issue 3, p131-142. 12p. |
| Subject Terms: | *Decimal system, *Mathematical ability, *Mobile apps in education, *School children, Numeracy, Transcoding |
| Abstract (English): | Abstract: Background: German number words, such as "einundzwanzig" ("oneandtwenty"), neither correspond to the writing direction of Indo-Arabic numbers nor to the structure of the place value system (first tens, then ones). Method: 40 children from greater Berlin with difficulties in learning mathematics (in grades 2 to 6, 8 to 13 years old, 25 girls) performed a transcoding task (i.e., entering two-digit numbers to dictation) in traditional and non-inverted speech using the Zwanzigeins app (controlled randomized 4-period experiment with balanced cross-over). Analyses were carried out using fixed-effects regression models (linear, Poisson, logistic). Results: The study showed significant (always p <.05) and relevant advantages of the regular (non-inverted) form of speaking numbers. Average processing time was reduced by at least 10% and the mean number of errors decreased by 68% compared to the traditional form. The average number of error-free test periods increased by 65%. Discussion: It should be an essential part of mathematics lessons and of therapeutic interventions to talk about the peculiarity of German number words and the related difficulties. The use of a place value-based number word system allows for simplified and consistent access to the decimal system. A better understanding of number words could give children a deeper insight into our decimal place value system, which could also help to reduce long-term difficulties in learning mathematics. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Zusammenfassung:Hintergrund: Deutsche Zahlwörter, wie einundzwanzig, entsprechen weder der Schreibrichtung der Ziffernzahlen noch dem Aufbau des Stellenwertsystems (erst Zehner, dann Einer). Methode: 40 rechenschwache Kinder der Klassenstufen 2 bis 6 aus dem Großraum Berlin (Alter: 8 bis 13 Jahre, 25 Mädchen) absolvierten Diktattests mit zweistelligen Zahlen in traditioneller und unverdrehter Zahlensprechweise mit Hilfe der Zwanzigeins-App (randomisiertes 4-Perioden-Experiment mit balanciertem Crossover). Auswertungen erfolgten mit fixed-effects-Regressionsmodellen (linear, Poisson, logistisch). Ergebnisse: Die Studie belegt signifikante (stets p <.05) und relevante Vorteile einer stellenwertgerechten Sprechweise. Im Mittel wurden die Bearbeitungsdauer um mindestens 10% und die Fehleranzahl um 68% reduziert; die durchschnittliche Anzahl fehlerfreier Bearbeitungen stieg um 65%. Diskussion: Es sollte ein wesentlicher Bestandteil des Mathematikunterrichts sowie der therapeutischen Intervention sein, über die Eigenart der deutschen Zahlwörter zu sprechen und die damit verbundenen Schwierigkeiten zu thematisieren. Die Verwendung einer stellenwertgerechten Zahlensprechweise erlaubt einen vereinfachten und stimmigen Zugang zum Dezimalsystem. Durch ein besseres Verständnis für Zahlwörter könnten Kinder tiefere Einsicht in unser dekadisches Stellenwertsystem erlangen, und dies könnte auch dazu beitragen, dauerhafte Schwierigkeiten beim Lernen von Mathematik zu verringern. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Abstract: Background: German number words, such as "einundzwanzig" ("oneandtwenty"), neither correspond to the writing direction of Indo-Arabic numbers nor to the structure of the place value system (first tens, then ones). Method: 40 children from greater Berlin with difficulties in learning mathematics (in grades 2 to 6, 8 to 13 years old, 25 girls) performed a transcoding task (i.e., entering two-digit numbers to dictation) in traditional and non-inverted speech using the Zwanzigeins app (controlled randomized 4-period experiment with balanced cross-over). Analyses were carried out using fixed-effects regression models (linear, Poisson, logistic). Results: The study showed significant (always p <.05) and relevant advantages of the regular (non-inverted) form of speaking numbers. Average processing time was reduced by at least 10% and the mean number of errors decreased by 68% compared to the traditional form. The average number of error-free test periods increased by 65%. Discussion: It should be an essential part of mathematics lessons and of therapeutic interventions to talk about the peculiarity of German number words and the related difficulties. The use of a place value-based number word system allows for simplified and consistent access to the decimal system. A better understanding of number words could give children a deeper insight into our decimal place value system, which could also help to reduce long-term difficulties in learning mathematics. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000526 |
