Why and how you use Vektor at home
While traditional education teaches facts, Vektor improve children's problem solving capacity and understanding of numbers.
Vektor is not an app to be used every once in a while - instead it is important to follow the protocol with one training session per day, five days a week until 40 sessions are completed. The reason for this is that the improvements seen are from this type of intense training periods.
Before you have your child begin training with Vektor - make a plan for when a good training period of 8-10 weeks of intense training is for you, and what time of day is most suitable for planning in 30 minutes of Vektor time.
The majority of children seem to enjoy training with Vektor, but it is good to keep in mind that Vektor is designed to be challenging enough to allow the child to make mistakes and improve.
It might get frustrating and challenging at times, and being present to engage in the training with your child will help them follow through.
You may print a reward chart from this page for your child to check off each completed training session with a marker or stickers.
Wath our videos to learn from others with experience from successfully coaching children though Vektor.
With a well prepared plan and your engagement and support - your child will be able to complete Vektor and improve cognitive and mathematical abilities in just a few weeks time.
Children with dyscalculia
Dyscalculia is a difficulty in learning mathematics, especially understanding artithmetics. However, dyscalculia can be seen as part of a normal variability in how fast children learn to manipulate numbers. Many of the exercises used for normal education can thus be used also for children with dyscalculia, but adapted to the abilities of the individual. Specifically, several studies have shown that training with the numberline is beneficial for children with dyscalculia (ref 7-9).
7. Kaser, T., et al. Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition. Frontiers in Psychology 4, 489 (2013).
8. Kucian, K., et al. Mental number line training in children with developmental dyscalculia. Neuroimage 57, 782-795 (2011).
9. Link, T.M., K; Huber, S.; Fischer, U.; Nuerk, H-C. Walk the number line - An embodied training of numerical concepts. Trends in Neuroscience and Education 2, 74-84 (2013).