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Kaufmann, L., Handel, P., Delazer, M., & Pixner, S. (2013). Wie Kinder rechnen lernen und was ihnen dabei hilft: Eine kognitive-neuropsychologische Perspektive. In M. von Aster, & J. H. Lorenz (Eds.), Rechenstörungen bei Kindern (pp. 15-38). Vandenhoeck & Ruprecht. https://doi.org/10.13109/9783666462580.231

has been cited by the following article:

• TITLE: TIGRO-M: A Program for Automatization of Multiplication Facts

  AUTHORS: Silvia Pixner, Korbinian Moeller, Christina Kraut

  KEYWORDS: Multiplication Problems, Intervention, Arithmetic Fact Training, Math Difficulties, Learning Disabilities, Elementary School Children

  JOURNAL NAME: Psychology, Vol.14 No.5, May 31, 2023

  ABSTRACT: This study evaluates the effectiveness of a new intervention program with primary school children who show difficulties in solving simple multiplication problems. 64 fourth-grade children completed an eight-week long training with a pre-, post-, and follow-up test. Performance on a standardized test for arithmetic operations and a computer test were used to measure children’s knowledge. Results show the overall and long-term effectiveness of a holistic approach to multiplication fact training. All participants of the experimental groups show a significant increase in correct answers and faster reaction times, with the effects being stable over time. The program helped children build a structured multiplication fact network, with untrained facts being solved more quickly and correctly after the intervention.