Hector Research Institute of Education Sciences and Psychology

Dr. Stephanie Rösch

Stephanie Roesch is a Postdoctoral Researcher at the Hector Research Institute at the University of Tuebingen. Her research interests are the development and training of mathematical skills. In particular, she is interested in how numerical, arithmetical, and geometrical skills develop and which conditions promote successful mathematical development or lead to later math difficulties. Moreover, she investigates how mathematical development can be supported with appropriate intervention programs.

Stephanie Roesch is currently funded by the German Research Foundation (DFG). In the project "Fingers and Numbers – Training preschoolers’ basic numerical skills with fingers", she is investigating the effectiveness of a training of elementary children’s fine motor skills and finger-based strategies (e.g., counting and showing quantities with the help of fingers) on their mathematical skills (i.e., embodied learning and cognition). As a co-principal investigator in the project "How digits help digits - Grasping numbers" (Prof. Korbinian Moeller, Loughborough University, UK), she is investigating the fundamental influence of finger-based strategies as well as finger-sensory and fine motor skills on mathematical development in early childhood.

Since May 2021, Stephanie Rösch has been a board member of the Fachverband für integrative Lerntherapie (FiL).

Stephanie Roesch studied school psychology and earned her teaching certification for primary schools at the Ludwig-Maximilians University of Munich (First State Examination 2008). Subsequently, she has been working for two years as primary school teacher and school psychologist (Second State Examination 2011). Afterwards, she worked as a research associate at the Leibniz-Institute for Neurobiology in Magdeburg, the Leibniz-Institut für Wissensmedien in Tübingen, and the Universities of Tübingen and Regensburg.

Publications

Journal Articles

  • Roesch, S., Moeller, K., & Bahnmueller, J. (2024). Finger counting, finger number gesturing, and basic numerical skills: A cross-sectional study in 3- to 5-year-olds. Journal of Experimental Child Psychology, 242, 105892. https://doi.org/https://doi.org/10.1016/j.jecp.2024.105892

  • Bahnmueller, J., Barrocas, R., Moeller, K. & Roesch, S. (in revision). The emerging association of canonical finger patterns and quantity-number linkage in early childhood. Acta Psychologica.

  • Roesch, S., Fischer, U., Suggate, S., Moeller, K. & Stoeger, H. (in revision). Raising a finger for arithmetic: A selective contribution of fine motor skills to basic arithmetic development in early childhood. Perceptual and motor skills.

  • Roesch, S., Bahnmueller, J., Barrocas, R., Fischer, U., & Moeller, K. (2022). Feinmotorik, Fingergnosie und frühe mathematische Fähigkeiten: Ein Überblick. Lernen und Lernstörungen, 11, 139-157

  • Barrocas, R., Bahnmueller, J., Roesch, S., Lachmair, M., & Moeller, K. (2023). Design and empirical evaluation of a multitouch interaction game-like app for fostering early embodied math learning. International Journal of Human-Computer Studies, 175, 103030. https://doi.org/10.1016/j.ijhcs.2023.103030

  • Roesch, S., Bahnmueller, J., Barrocas, R., Fischer, U., & Moeller, K. (2021). Die Bedeutung von Fingergnosie und Fingerbeweglichkeit für die Rechenfähigkeit im Kindergartenalter. Empirische Pädagogik, 35(3), 250-268.

  • Kreilinger, I. L., Roesch, S., Moeller, K., & Pixner, S. (2021). Mastery of structured quantities like finger or dice patterns predict arithmetic performance. Cognitive Processing, 22(1), 93-104. https://doi.org/10.1007/s10339-020-00994-4

  • Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a Finger on Numerical Development – Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities. Frontiers in Psychology, 11, Article 1012. https://dx.doi.org/10.3389/fpsyg.2020.01012

  • Jung, S., Meinhardt, A., Braeuning, D., Roesch, S., Cornu, V., Pazouki, T., Schiltz, C., Lonnemann, J., & Moeller, K. (2020). Hierarchical Development of Early Visual-Spatial Abilities – A Taxonomy Based Assessment Using the MaGrid App. Frontiers in Psychology, 11, Article 871. https://dx.doi.org/10.3389/fpsyg.2020.00871

  • Barrocas, R., Roesch, S., Dresen, V., Moeller, K., & Pixner, S. (2020). Embodied numerical representations and their association with multi-digit arithmetic performance. Cognitive Processing, 21(1), 95-103. https://dx.doi.org/10.1007/s10339-019-00940-z

  • 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

  • Fischer, U., Roesch, S. & Moeller, K. (2017). Diagnostik und Förderung bei Rechenschwäche: Messen wir, was wir fördern wollen? [Dyscalculia diagnosis and treatment: Are we measuring what we want to improve?] Lernen und Lernstörungen, 6, 25-38.

  • Roesch, S., Jung, S., Huber, S. Artemenko, C., Bahnmueller, J., Heller, J., Grust, T., Nuerk, H.-C. & Moeller, K. (2016). Training arithmetic and Orthography on a web-based and socially-interactive learning platform. International Journal of Education and Information Technologies, 10, 204-217.

  • Wasner, M., Nuerk, H.-C., Martignon, L., Roesch, S. & Moeller, K. (2016). Finger gnosis predicts a unique but small part of variance in initial arithmetic performance. Journal of Experimental Child Psychology, 146, 1-16.

  • Fischer, U., Roesch, S., Nuerk, H.-C. & Moeller, K. (2015). Erkennen von Rechenschwäche durch LehrerInnen und Testungen im Klassenverband [Detecting Mathematical Learning Difficulties through Teacher and Classroom Test Assessment]. Lernen und Lernstörungen, 4, 269-282. 

  • Roesch, S. & Moeller, K. (2015). Considering digits in a current model of numerical development. Frontiers in Human Neuroscience, 8, 1-5. 

Monographs

  • Roesch, S. (2016). Förderung früher numerischer Kompetenz im Vorschulalter unter Berücksichtigung des Einflusses der Finger. Dissertation, Eberhard Karls Universität Tübingen. 

Book Contributions

  • Roesch, S., Barrocas, R., Ladel, S., & Moeller, K. (2020). Zahlen begreifen - wie Finger das Verständnis von Zahlen fördern können. In C. Andrä & M. Macedonia (Eds.), Bewegtes Lernen - Handbuch für Forschung und Praxis (pp. 83-99). Berlin: Lehmanns Media.

  • Soltanlou, M., Jung, S., Roesch, S., Ninaus, M., Brandelik, B., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2017). Behavioral and Neurocognitive Evaluation of a Web-Platform for Game-Based Learning of Orthography and Numeracy. In J. Buder & F.W. Hesse (Eds.), Informational Environments: Effects of Use, Effective Designs (pp. 149-176). Cham, Switzerland: Springer International Publishing. 

Contributions to Conference Proceedings

  • Marx, C., Moeller, K. Roesch, S., Rudzewitz, B. & Benz, C. (2024). From concept to implementation: Lessons learnt from developing a mathematical learning app. Accepted Conference paper: A Mathematics Education Perspective on early Mathematics Learning (POEM 2024). Bari, Italy.

  • Barrocas, R., Ninaus, M., Tsarava, K., Gawrilow, C., Lachmair, M., Roesch, S., & Moeller, K. (2019). Digits grasp digits: Numbers on your fingertips. Proceedings of the 11th International Conference on Education and New Learning Technologies (EDULEARN19) (pp. 7165-7174). Barcelona, Valencia: IATED Academy.

  • Roesch, S., Moeller, K., Ohl, F. W. & Scheich, H. (2016). Förderung früher numerischer Kompetenz im Kindergartenalter: Mit Hilfe der Finger? In A. Schmitt, A. Schwentesius & E. Sterdt (Hrsg.), Berichte aus dem KFB (pp. 44-51). Stendal: Kompetenzzentrum frühe Bildung. 

  • Jung, S., Roesch, S., Huber, S., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2015). An interactive Web-Based Learning Platform for Arithmetic and Orthography. In N. E. Mastorakis, A. L. Brooks, & I. J. Rudas (Eds.), Advances in Computers and Technology for Education – Proceedings of the 11th International Conference on Educational Technologies (pp. 13-22). Dubai: WSEAS. 

Further Publications

  • Fischer, U., Roesch, S., & Stoeger, H. (2018). Mit geschickten Händen besser rechnen - Die Relevanz der Feinmotorik für die Entwicklung mathematischer Fertigkeiten. begabt & exzellent - Zeitschrift für Begabtenförderung und Begabungsforschung, 46(2), 8-12.

  • Roesch, S., Klein, E., Kaufmann, L., & Moeller, K. (2017). Zahlen, Rechnen und das Gehirn: Können neurokognitive Befunde zu einem besseren Verständnis des Rechnens und der Rechenstörung beitragen? Landesverband Legasthenie und Dyskalkulie NRW e.V., ldl-nrw.de

  • Roesch, S., Ladel, S., & Moeller, K. (2015). Finger begreifen Zahlen: Einsatz von Tablets im mathematischen Erstunterricht. Magazin Digitale Schule. magazin.digitale.schule/p-dagogik/finger-begreifen-zahlen-einsatz-von-tablets-im-mathematischen-erstunterricht

Conference Proceedings

  • Marx, C., Roesch, S., Moeller, K. & Benz, C. (2024, August). ICT related competences, attitudes, and experiences in primary school mathematics teachers. Earli Sig 6&7 Conference, Tübingen. [Vortrag]

  • Roesch, S., Bahnmueller, J. & Moeller, K. (2024, Mai). Promoting basic mathematical skills in early education: The potential of embodied learning. Jahrestagung des Forschungsnetzwerkes Bildungspotenziale (LERN), Tübingen. [Vortrag]

  • Marx, C., Roesch, S., Moeller, K. & Benz, C. (2024, Mai). Digitale Kompetenzen von Mathematiklehrkräften in der Grundschule als Chance und Herausforderung für das Bildungssystem. Jahrestagung des Forschungsnetzwerkes Bildungspotenziale (LERN), Tübingen. [Poster]

  • Benz. C. & Roesch, S. (2024, April). Early maths research workshop, Gothenburg.

  • Roesch, S., Bahnmueller, J., Barrocas, R., & Moeller, K. (2023, Juni). Finger Counting, Finger Montring, and Early Mathematical Skills. 6th conference of the Mathematical Cognition and Learning Society (MCLS), Loughborough. [Poster]

  • Fischer, U., Roesch, S., Bahnmueller, J., Barroca, R., Bollmann, N. & Moeller, K. (2023, Juni). Spatial working memory capacity moderates the association between fine motor skills and mathematics in preschoolers. 6th conference of the Mathematical Cognition and Learning Society (MCLS), Loughborough. [Poster]

  • Roesch, S., Fischer, U., Suggate, S., Moeller, K. & Stoeger, H. (2022, Juni). Fingers and arithmetic: The selective relation of different components of fine motor skills and basic arithmetic in early childhood, Conference of the Mathematical Cognition and Learning Society 2022 (MCLS). Antwerpen, Belgium [Vortrag]

  • Roesch, S., Bahnmueller, J., Barrocas, R., & Moeller, K. (2022, Mai). Die Finger zählen: Fingerzähl- und Rechenstrategien im Kindergartenalter und deren Einfluss auf die frühe mathematische Entwicklung, 3. Internationales Bodenseesymposium Frühe Kindheit. Kreuzlingen, Swiss [Vortrag]

  • Barrocas, R., Bahnmueller, J., Roesch, S. & Moeller, K. (2021, August), The association of cardinal finger patterns and quantity-number concepts in early childhood,19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Online [Vortrag]

  • Roesch, S., Bahnmueller, J., Barrocas, R., & Moeller, K. (2021, März), Raising a Finger for Numbers, 63. Tagung experimentell arbeitender Psychologen (TEAP). Online [Symposium]

  • Roesch, S., Bahnmueller, J., Barrocas, R., Fischer, U., & Moeller, K. (2021, März). The impact of finger gnosia and finger agility on preschoolers’ arithmetical abilities. 63. Tagung experimentell arbeitender Psychologen (TeaP), Online [Vortrag]

  • Barrocas, R., Ninaus, M., Tsarava, K., Gawrilow, C., Lachmair, M., Roesch, S., & Moeller, K. (2019, Juli). Digits grasp digits: Numbers on your fingertips. 11th International Conference on Education and New Learning Technologies (EDULEARN19). Palma, Spain. [Vortrag]

  • Barrocas, R., Roesch, S., & Moeller, K. (2019, Juni). Fingers come in handy: does finger use support learning a pseudo-number-word sequence? 2nd Conference of the Mathematical Cognition and Learning Society. Ottawa, Canada. [Poster]

  • Barrocas, R., Roesch, S., Dresen, V., Kreilinger, I., Moeller, K., & Pixner, S. (2018, Juni). The longitudinal influence of fingers on the acquisition of discrete cardinal number knowledge. 3rd Jean Piaget Conference: The origins of number. Geneva, Switzerland. [Poster]

  • Moeller, K., Jung, S., Roesch, S., Lonnemann, J., Hasselhorn, M., & Heinze, A. (2018, September). Muster, Form und Raum: Geometrische Fähigkeiten im Kindergarten. Bildungspolitisches Forum des Leibniz-Forschungsverbundes Bildungspotenziale (LERN). Berlin. [Poster]

  • Barrocas, R., Roesch, S., Dresen, V., Kreilinger, I., Moeller, K., & Pixner, S. (2018, September). Finger-based numerical representations predict preschoolers' cardinal number knowledge longitudinally. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]

  • 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]

  • Barrocas, R., Roesch, S., Dresen, V., Moeller, K., & Pixner, S. (2018, January). Different aspects of non-canonical finger patterns and their association with arithmetic performance. 36th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Vortrag]

  • Jung, S., Roesch, S., Klein, E., Nuerk, H.-C., Heller, J. & Moeller, K. (2017, September). Impact of phonology and rule knowledge beyond domains? Workshop on Linguistic and Cognitive Influences on Numerical Cognition. Tübingen. [Vortrag]

  • Rebholz, F., Golle, J., Roesch, S., Trautwein, U., & Moeller, K. (2017, März). Förderung prozessbezogener Kompetenzen – Evaluation eines Mathematik-Trainings für Grundschulkinder. 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Heidelberg.

  • Rebholz, F., Golle, J., Roesch, S., Trautwein, U., & Moeller, K. (2016, September). Mathematics Training to Foster Process-Based Competencies. Workshop on Domain-General and Domain-Specific Foundation of Numerical and Arithmetic Processing. Tübingen. [Poster]

  • Roesch, S., Moeller, K., & Scheich, H. (2016, März). Zahlen begreifen - Förderung numerischer Fähigkeiten im Vorschulalter mit Hilfe der Finger.  4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Berlin. [Vortrag]

  • 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]

  • 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]

  • Roesch, S., Jung, S., Huber, S., Heller, J., Grust, T., Nuerk, H.-C. & Moeller, K. (2015, February). An Interactive Web-Based Learning Platform for Arithmetic and Orthography. 11th International Conference on Educational Technologies. Dubai. [Vortrag]

Invited Presentations

  • Roesch, S. (2024, Januar bis Juli). Mathematische Förderung mit Hilfe der Finger. Workshops für ErzieherInnen zur Studie „Finger und Zahlen“. [Workshop]

  • Roesch, S. (2024, Januar/Februar). Mathematische Förderung ohne Finger nach dem Konzept „Mengen, zählen, Zahlen“. Workshops für ErzieherInnen zur Studie „Finger und Zahlen“. [Workshop]

  • Roesch, S. (2023, Juli). Mathematische Förderung im Vorschulalter mit Hilfe der Finger. Workshops für ErzieherInnen im LK Tübingen und Böblingen.

  • Roesch, S. (2022, November). Fingerzähl- und Rechenstrategien im Kindergartenalter und deren Zusammenhang mit mathematischen Basiskompetenzen. Mathematikdidaktisches Kolloquium der PH Schwäbisch Gmünd.

  • Roesch, S. (2021, September). Fingerturnen mit Ed und Ted: Eine Studie zum Einfluss der Feinmotorik auf die Entwicklung mathematischer Fähigkeiten und Strategien. Workshops für ErzieherInnen im LK Tübingen und Böblingen.

  • Roesch, S. (2014, Juni). Förderung numerischer Kompetenz in der frühen Bildung: Mit Hilfe der Finger? 1. Fachtagung des Forschungsnetzes Frühe Bildung, Stendal. [Vortrag]

  • Roesch, S. (2013, November). Förderung mathematischer Basiskompetenzen in der frühkindlichen Bildung mit Hilfe der Finger. Kolloquium der Stiftung „Haus der kleinen Forscher“, Berlin. [Vortrag]

  • Roesch, S. (2013, November). Förderung mathematischer und schriftsprachlicher Basiskompetenzen im Kindergarten: Wie effektiv ist die Kybernetische Methode? Caritas für Kinder und Jugendliche Oberösterreich, Linz. [Vortrag]

Guest Editor Works

  • Acta Psychologica: Guest editor for the thematic issue "Numbers in action: The embodied nature of numerical representations" (2021/2022) together with Korbinian Moeller, Julia Bahnmueller and Roberta Barrocas.

Curriculum Vitae

Since June 2020
Postdoctoral Researcher at the Hector Research Institute of Education Sciences and Psychology*

University of Tuebingen

2018 - 2020
Parental leave
2017 - 2018
Postdoctoral Researcher at the Leibniz-Institut für Wissensmedien, Tuebingen (AG Neuro-cognitive plasticity, Prof. Moeller)*
2017
Research Associate (Department of Educational Studies, Prof. Stoeger)*

University of Regensburg

2016 - 2017
Parental leave
2016
Ph.D. in Psychology

University of Tuebingen

2015 - 2016
Research Associate at the Leibniz-Institut für Wissensmedien, Tuebingen (AG Neuro-cognitive plasticity, Prof. Moeller) and the University of Tuebingen (Department of Diagnostics and Cognitive Neuropsychology, Prof. Nuerk)
2011 - 2014
Research Associate at the Leibniz-Institute for Neurobiology, Magdeburg (AG Lifelong learning, Prof. Scheich)
2011
School Psychology and Teaching Certification for Primary Schools (2. State Examination)
2008
School Psychology and Teaching Certification for Primary Schools (1. State Examination)

Ludwig-Maximilians-University, Munich

* Position has been or will be used part-time due to child care