Computer-Supported Training of the Mental Number Line

Abstract

The human representation of number magnitude is often described by the metaphor of a mental number line. Recent studies repeatedly found the accuracy of children’s mental number line representation to be associated with more general arithmetic and mathematic achievement. Therefore, specific number line trainings have been developed. A growing number of intervention studies indicates significantly positive training effect with improvements generalizing from number line accuracy to other numerical (e.g., magnitude comparison) and arithmetical tasks (e.g., mental addition). This holds for both paper-pencil as well as first computer-supported number line trainings. However, with computer technology progressing rapidly it provides increasingly sophisticated possibilities for training the mental number line. In this article we specifically elaborate on the issues of interactive learning environments as well as embodied interactions. With respect to interactivity we discuss its necessity for the adaptivity of the learning environment required to guarantee balanced success rates in multi-learner trainings. As regards embodied interaction we elaborate on new possibilities to develop trainings allowing for bodily experiences of numerical concepts such as the mental number line offered by new digital media. We conclude that the latest development in computer technology opens up new directions for the successful training of numerical competencies that should be pursued as they may be particularly beneficial for those with special needs in numerical / mathematical learning.