Entwicklung eines Lehrkräftefragebogens zur Früherkennung von Rechenstörungen in der Grundschule
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Date
2024-09-25
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Development of a teacher questionnaire for the early identification of mathematics disorders in primary school
Abstract
Hintergrund: Bislang fehlen standardisierte Screeninginstrumente zur Identifikation von Rechenstörungen (RS) im Grundschulalter durch Lehrkräfte, die sich effektiv in die Unterrichtspraxis integrieren lassen und zeitgleich allgemein anerkannte Gütekriterien erfüllen. Mit dem Fragebogen zur Erfassung mathematischer Fertigkeiten (FERMAT) wurde ein theoriebasiertes Screeningverfahren für Lehrkräfte entwickelt, das Kinder mit einem erhöhten Risiko für RS ökonomisch, reliabel und valide identifiziert. Methoden: Anhand der Daten von N = 377 Schüler_innen aus Nordrhein-Westfalen (Klassenstufe zwei bis vier), wurden mittels psychometrischer Analysen (u.a. Receiver-Operating-Characteristics-Analysen) verschiedene Gütekriterien bestimmt. Zur Prüfung der Treffsicherheit wurden verschiedene Cut-Offs verwendet. Ergebnisse: Der FERMAT verfügt über gute bis überwiegend zufriedenstellende Screeningeigenschaften. Die Sensitivität und Spezifität variierten je nach Kriterium zwischen 57.6% und 69.8% bzw. 82.5% und 91.4%. Die RATZ-Indizes lagen zwischen .511 und .613. Die Screeningeigenschaften der Teilbereiche Basisnumerik und Rechenfertigkeiten, in die sich der FERMAT gliedert, sind ebenfalls überwiegend zufriedenstellend. Diskussion: Der FERMAT identifiziert Kinder mit und ohne erhöhtes Risiko für RS mit angemessener Treffsicherheit. Die praktische Bedeutung des Instruments wird vor dem Hintergrund langfristiger Folgen unbehandelter RS und den Chancen frühzeitiger Risikoidentifikation diskutiert.
Background: There is a lack of screening instruments for the early identification of mathematics disorders (MD) in primary school that can be effectively integrated into classroom practices while simultaneously meeting widely accepted quality criteria. The questionnaire to assess mathematical skills of children in grades two to four (“Fragebogen zur Erfassung mathematischer Fertigkeiten von Grundschulkindern, FERMAT”) has been developed as a theory-based screening instrument to identify children at risk of developing MD in an effective, reliable, and valid manner. Methods: Based on data from N = 377 students from North Rhine Westphalia in grades two to four, psychometric quality criteria (e.g., Receiver-Operating-Characteristics-analyses) were investigated. Different cut-off criteria were employed to examine the predictive accuracy of the FERMAT. Results: The FERMAT exhibits good to mostly satisfactory screening characteristics. For the criteria used, sensitivity ranged from 57.6% to 69.8%, while specificity ranged from 82.5% to 91.4%. The RATZ index ranged from .511 to .613. FERMAT is divided into two subscales (basic numerical skills and numeracy) whose screening characteristics are also predominantly satisfactory. Discussion: Thus, the FERMAT can accurately identify children with and without an increased risk for MD. The practical importance of early identification of MD is discussed regarding long-term consequences of untreated MD and the potential benefits of early risk identification.
Background: There is a lack of screening instruments for the early identification of mathematics disorders (MD) in primary school that can be effectively integrated into classroom practices while simultaneously meeting widely accepted quality criteria. The questionnaire to assess mathematical skills of children in grades two to four (“Fragebogen zur Erfassung mathematischer Fertigkeiten von Grundschulkindern, FERMAT”) has been developed as a theory-based screening instrument to identify children at risk of developing MD in an effective, reliable, and valid manner. Methods: Based on data from N = 377 students from North Rhine Westphalia in grades two to four, psychometric quality criteria (e.g., Receiver-Operating-Characteristics-analyses) were investigated. Different cut-off criteria were employed to examine the predictive accuracy of the FERMAT. Results: The FERMAT exhibits good to mostly satisfactory screening characteristics. For the criteria used, sensitivity ranged from 57.6% to 69.8%, while specificity ranged from 82.5% to 91.4%. The RATZ index ranged from .511 to .613. FERMAT is divided into two subscales (basic numerical skills and numeracy) whose screening characteristics are also predominantly satisfactory. Discussion: Thus, the FERMAT can accurately identify children with and without an increased risk for MD. The practical importance of early identification of MD is discussed regarding long-term consequences of untreated MD and the potential benefits of early risk identification.
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Keywords
Rechenstörung, Screening, Früherkennung, Grundschule, Mathematics disorder, Screening, Early identification, Primary school