Therapy software for enhancing numerical cognition T. Käser 1 , K. Kucian 2,3 , M. Ringwald 5 , G. Baschera 1 , M. von Aster 3,4 , M. Gross 1 1 Computer Graphics Laboratory, ETH Zurich, Zurich, Switzerland 2 MR-Center, University Children’s Hospital, Zurich, Switzerland 3 Pediatric Research Center, University of Zurich, Switzerland 4 Department of Child and Adolescent Psychiatry, DRK Kliniken Berlin Westend, Berlin, Germany 5 Dybuster AG, Zurich, Switzerland Abstract: We present a novel software for the acquisition of central components of number processing and representation as well as mathematical understanding. The software is based on current neurocognitive concepts and insights. The learning process is supported through multimodal cues encoding different properties of numbers. The learning environment features 3D graphics and interaction components and thus allows immersion in a playful 3D world. To offer optimal learning conditions, a Bayes net user model completes the software and allows adaptation to a specific user. A first version of the software will be tested with normally achieving and dyscalculic children within a multi-center study in Zurich, Berlin, and Potsdam starting in 2011. 1 Introduction Developmental dyscalculia is a specific learning disability affecting the acquisition of arithmetic skills. Genetic, neurobiological, and epidemiological evidence indicates that developmental dyscalculia, like other specific learning disabilities, is a brain-based disorder, although poor teaching and environmental deprivation have also been implicated in its aetiology [5]. The prevalence of developmental dyscalculia in German-speaking countries is about 6% [7]. 1.1 Previous work In a previous study, we developed and evaluated a computer-based training program for children with developmental dyscalculia (DD) [4]. In general, children with and without DD could benefit from the training. This was indicated by: (i) improved spatial representation of numbers and (ii) the number of correctly solved arithmetical problems. During the training, the control children showed the typical fronto-parietal network brain activations associated with number processing. In contrast, dyscalculic children showed main activation in medial frontal areas. Statistical group comparison corroborated that children with DD showed less activation in bilateral parietal regions. After training, less brain activation was evident in mainly the frontal lobes in both groups. Taken together, the training improves the spatial representation of numbers and arithmetical performance. Reduced brain activation in children with DD may reflect neurophysiological deficits in core regions for number processing. After the training, children rely less on frontal areas associated with reduced working memory and attentional needs. Our study shows that the training leads to an improved spatial representation of the mental number line, which facilitates processing of numerical tasks, and hence requires less neuronal capacity. 2 Concept 2.1 Design The presented software is based on two important models of dyscalculia and the development of mathematical understanding.