Dr. Tanja Dackermann

Jung, S., Roesch, S., Klein, E., Dackermann, T., Heller, J., & Moeller, K. (2020). The strategy matters: Bounded and unbounded number line estimation in secondary school children. Cognitive Development, 53, Article 100839. https://dx.doi.org/10.1016/j.cogdev.2019.100839
 

Ludewig, U., Lambert, K., Dackermann, T., Scheiter, K., & Moeller, K. (2020). Influences of basic numerical abilities on graph reading performance. Psychological Research, 84(5), 1198-1210. https://dx.doi.org/10.1007/s00426-019-01144-y request document
 

Dackermann, T., Kroemer, L., Nürk, H.-C., Moeller, K., & Huber, S. (2018). Influences of presentation format and task instruction on children's number line estimation. Cognitive Development, 47, 53-62. https://dx.doi.org/10.1016/j.cogdev.2018.03.001
 

Van 'T Noordende, J., Volman, M. J. M., Leseman, P. P. M., Moeller, K., Dackermann, T., & Kroesbergen, E. (2018). The use of local and global ordering strategies in number line estimation in early childhood. Frontiers in Psychology, 9, Article 1562. https://dx.doi.org/10.3389/fpsyg.2018.01562 Open Access
 

Dackermann, T., Fischer, U., Nürk, H.-C., Cress, U., & Moeller, K. (2017). Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications. ZDM – Mathematics Education, 49, 545-557. https://dx.doi.org/10.1007/s11858-017-0850-z request document
 

Huber, S., Bloechle, J., Dackermann, T., Scholl, A., Sassenberg, K., & Moeller, K. (2017). Magnitude estimation is influenced by social power. Journal of Numerical Cognition, 3(2), 147-163. https://dx.doi.org/10.5964/jnc.v3i2.52 Open Access
 

Dackermann, T., Fischer, U., Cress, U., Nürk, H.-C., & Moeller, K. (2016). Bewegtes Lernen numerischer Kompetenzen. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67(2), 102-109. https://dx.doi.org/10.1026/0033-3042/a000302
 

Dackermann, T., Fischer, U., Huber, S., Nürk, H.-C., & Moeller, K. (2016). Training the equidistant principle of number line spacing. Cognitive Processing, 17, 243-258. https://dx.doi.org/10.1007/s10339-016-0763-8
 

Dietrich, J. F., Huber, S., Dackermann, T., Moeller, K., & Fischer, U. (2016). Place-value understanding in number line estimation predicts future arithmetic performance. British Journal of Developmental Psychology, 34, 502-517. https://dx.doi.org/10.1111/bjdp.12146
 

Dackermann, T., Huber, S., Bahnmüller, J., Nürk, H.-C., & Moeller, K. (2015). An integration of competing accounts on children’s number line estimation. Frontiers in Psychology, 6. https://dx.doi.org/10.3389/fpsyg.2015.00884 Open Access
 

Link, T., Huber, S., Nürk, H.-C., & Moeller, K. (2014). Unbounding the mental number line - new evidence on children’s spatial representation of numbers. Frontiers in Psychology, 4, Article 1021. https://dx.doi.org/10.3389/fpsyg.2013.01021 Open Access
 

Link, T., Nürk, H.-C., & Moeller, K. (2014). On the relation between the mental number line and arithmetic competencies. Quarterly Journal of Experimental Psychology, 67(8), 1597-1613. https://dx.doi.org/10.1080/17470218.2014.892517
 

Link, T., Schwarz, E. J., Huber, S., Fischer, U., Nürk, H.-C., Cress, U., & Moeller, K. (2014). Mathe mit der Matte - Verkörperlichtes Training basisnumerischer Kompetenzen. Zeitschrift für Erziehungswissenschaft, 17, 257-277. https://dx.doi.org/10.1007/s11618-014-0533-2 request document
 

Link, T., Moeller, K., Huber, S., Fischer, U., & Nürk, H.-C. (2013). Walk the number line – An embodied training of numerical concepts. Trends in Neuroscience and Education, 2(2), 74-84. https://dx.doi.org/10.1016/j.tine.2013.06.005
 

Moeller, K., Fischer, U., Link, T., Wasner, M., Huber, S., Cress, U., & Nürk, H.-C. (2012). Learning and development of embodied numerosity. Cognitive Processing, 13, 271-274. https://dx.doi.org/10.1007/s10339-012-0457-9 request document
 

Pontual Falcão, T., Dackermann, T., Schüler, M., Ulrich, C., Klemke, A., & Moeller, K. (2018). Tangible Tens: Evaluating a Training of Basic Numerical Competencies with an Interactive Tabletop. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (paper 551). New York: ACM:. https://dx.doi.org/10.1145/3173574.3174125
 

Wunsch, J., Moeller, K., Nuerk, H.-C., & Dackermann, T. (2020). Ganzkörperliche Bewegung zur Unterstützung grundlegender numerischer Fähigkeiten. In C. Andrä & M. Macedonia (Eds.), Bewegtes Lernen: Handbuch für Forschung und Praxis (pp. 66-82). Köln: Lehmanns Media.
 

Fischer, U., Klein, E., Dackermann, T., & Moeller, K. (2017). The Physiology of Numerical Learning – From Neural Correlates to Embodied Trainings. In S. Schwan & U. Cress (Eds.), The Psychology of Digital Learning (pp. 21-40). Heidelberg: Springer.
 

Fischer, U., Link, T., Cress, U., Nuerk, H.-C., & Moeller, K. (2015). Math with the dance mat: On the benefits of embodied numerical training approaches. In V. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 149-163). New York, NY: Routledge.
 

Fischer, U., Link, T., Nuerk, H.-C., Cress, U., & Moeller, K. (2014). Neue Medien, neue Möglichkeiten: Wie Lernsoftware mathematisches Wissen vermittelt. In-Mind, 3. http://de.in-mind.org/article/neue-medien-neue-moeglichkeiten-wie-lernsoftware-mathematisches-wissen-vermittelt
 

Fischer, U., Link, T., Nürk, H.-C., Cress, U., & Moeller, K. (2014). Neue Medien, neue Möglichkeiten: Wie Lernsoftware mathematisches Wissen vermittelt. In-Mind, 3. http://de.in-mind.org/article/neue-medien-neue-moeglichkeiten-wie-lernsoftware-mathematisches-wissen-vermittelt
 

Jung, S., Roesch, S., Klein, E., Dackermann, T., Heller, J., & Moeller, K. (2018, September). Solution strategies in bounded and unbounded number line estimation: A comparison of contour analysis and data modelling. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
 

Ludewig, U., Lambert, K., Dackermann, T., & Moeller, K. (2018, February). Influences of basic numerical competences on graphical literacy. 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel, Schweiz. [Talk]
 

Ninaus, M., Kiili, K., Lambert, K., Dackermann, T., & Moeller, K. (2018, April). Spiel-basierte Intervention zur Verbesserung des Verständnisses von Brüchen. Leibniz-Forschungsverbund Bildungspotenziale (LERN) 2018 - Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Tübingen. [Poster]
 

Gallagher-Mitchell, T., Romero-Rivas, C., Rodriguez-Cuadrado, S., & Dackermann, T. (2017, September). Age, cross-linguistic, and modality effects on children's number line estimation. ESCOP 2017 - 20th Conference of the European Society for Cognitive Psychology. Potsdam. [Poster]
 

Bloechle, J., Huber, S., Dackermann, T., Scholl, A., Sassenberg, K., & Moeller, K. (2016, September). Manipulated Social power influences magnitude estimation. Workshop on Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing. Tübingen. [Poster]
 

Dackermann, T., Moeller, K., & Kuhn, J. T. (2016, August). Differential influences of arithmetic abilities on number line estimation performance in children with and without mathematical learning difficulties. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 15. Leuven, Belgium. [Talk]
 

Roesch, S., Moeller, K., Pontual Falcão, T., Dackermann, T., & Scheich, H. (2016, January). Finger dexterity and finger gnosis: Unique predictors of preschoolers numerical abilities. 34th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
 

Schwenk, C., Dackermann, T., Moeller, K., & Kuhn, J.-T. (2016, September). Differential influences of domain-general and domain-specific abilities on number line estimation in children with and without MLD. Workshop on Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing. Tübingen. [Poster]
 

Bahnmueller, J., Bloechle, J., Huber, S., Dackermann, T., Roesch, S., Moeller, K., & Klein, E. (2015, June). Time matters – Temporal dynamics of number magnitude processing and arithmetic fact retrieval. 21st Annual Meeting of the Organization for Human Brain Mapping. Honolulu, HI, USA. [Poster]
 

Bahnmueller, J., Dackermann, T., Dietrich, J. F., Mock, J., Huber, S., & Moeller, K. (2015, January). The bounded number line task - A reliable measure? 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
 

Dackermann, T., Fischer, U., Müller, J. M., Nuerk, H.-C., & Schneider, M. (2015, October). Optimizing embodied number line trainings: Preparing preschoolers for number relations. Second meeting of the Scientific Research Community WO.008.14N – Providing Support for Student Learning: Cornerstone findings, implications and recommendations from Cognitive Psychology for the Teaching of STEM. Leuven, Belgium. [Talk]
 

Dackermann, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2015, August). Influences of presentation format and task instruction on children’s number line estimation. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
 

Fischer, U., Dackermann, T., Moeller, K., Cress, U., & Nuerk, H.-C. (2015, January). Turning around children’s number line – associations between number line direction and number magnitude. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
 

Link, T., Moeller, K., & Nuerk, H.-C. (2014, March). Embodied Trainings – räumlich-körperliche Bewegung zur Verbesserung basisnumerischer Repräsentationen. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Vortrag]
 

Link, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, October). Training the equidistance relation of the mental number line. Workshop Development of Numerical Processing and Language – From Neurocognitive Foundations to Educational Applications. Tübingen. [Poster]
 

Link, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, August). An embodied training of number line equidistance. ESCOP 2013 – Eighteenth Meeting of the European Society for Cognitive Psychology. Budapest, Hungary. [Poster]
 

Link, T., Huber, S., Nuerk, H.-C., & Moeller, K. (2013, January). Unbounding the mental number line - New evidence on children’s spatial representation of numbers. 31st European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
 

Link, T., Huber, S., Nuerk, H.-C., & Moeller, K. (2013, February). Children's mental number line - New evidence from an unbounded estimation task. Interactions between space, time and number: 20 years of research. Paris, France. [Poster]
 

Moeller, K., Huber, S., Link, T., Fischer, U., Nuerk, H.-C., & Cress, U. (2013, März). Mathe mit der Matte – Verkörperlichtes Lernen numerischer Kompetenzen. Erste Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Vortrag]
 

Link, T. (2012, December). Aufgabenspezifische Bewegung zur Unterstützung der Zahlenverarbeitung - ein theoriegeleitetes Interventionsprojekt. Externes Kolloquium des TansferZentrum für Neurowissenschaften und Lernen. Ulm. [Vortrag]
 

Link, T., Moeller, K., Huber, S., Fischer, U., & Nuerk, H.-C. (2012, April). Embodied training of the mental number line. 54. Tagung experimentell arbeitender Psychologen. Mannheim. [Talk]
 

Nuerk, H.-C., Fischer, U., Link, T., Huber, S., Moeller, K., & Cress, U. (2012, September). Learning and development of embodied numerosity. 5th International Conference on Spatial Cognition. Rome, Italy. [Talk]
 

Bahnmueller, J., Fischer, U., Häußinger, F., Huber, S., Link, T., Milicevic, V., Nuerk, H.-C., Schneider, S., Soltanlou, M., Wasner, M., Woitscheck, C., Yogarajah, B., & Dresler, T. (2013). Development of Numerical Processing and Language - From Neurocognitive Foundations to Educational Applications. Tübingen, 7.-8.10.2013.