O DiToM projektu

Poster Presentation at the german conference GDM. At an early stage of the project, the objectives and project structure was presented.

Language: German

Evidence: . In: P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht & P. Scherer (Hrsg.). Beiträge zum Mathematikunterricht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM.

DOI: https://doi.org/10.37626/GA9783959872782.0

Paper presentation at the international CERME conference in Bozen/Bolzano: The submission was prepared with colleagues from the entire consortium and present the theoretical framework and the process of item development in the secondary group

Language: English

Evidence: Proceedings of CERME 14. (will be published at the end of 2025)

Paper presentation at the international CASHE conference in Porto. The submission was prepared with colleagues from the entire consortium and present the theoretical framework and the process of item development in the secondary group

Language: English

Evidence: Proceedings of CASHE (will be published at the end of 2025 or early 2026)

This paper presents initial findings from the Erasmus+ funded Diagnostic Tool in Mathematics (DiToM) project, which aims to develop a valid and efficient screening instrument for identifying students at risk of mathematical learning difficulties. The tool focuses on key skills in arithmetic and Algebra as early predictors of later performance and is intended for group-based administration at the end of grade 6. A pilot study with 69 seventh-grade students was conducted to evaluate the diagnostic quality of the screening model. Using a composite reference standard—combining results from the standardized german math test for sixth graders (DEMAT 6+) and teacher assessments—a receiver operating characteristic (ROC) analysis demonstrated strong predictive accuracy (AUC = .82). While the Instrument showed high sensitivity, the relatively high false positive rate highlights the need for further refinement. These findings support the potential of the DiToM Screening tool as a practical instrument for early risk detection in mathematics, with implications for preventive intervention and educational diagnostics.

Language: English

Evidence: Proceedings of EDULEARN25 (will be published at the end of 2025 or early 2026)