PReSch – Prevention of Difficulties in Arithmetic
Program for the identification and support of first graders with low mathematical precursor skills in the district of Gütersloh and the city of Bielefeld; includes diagnostics, training for teachers, and prevention approaches in mathematics instruction. Project duration until July 2028.
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Grant criteria
Funding objective
Promotion of the development of basic competencies in mathematics instruction for children with weakly developed precursor skills from the school entry phase onwards, as well as the qualification of teachers in diagnostics and individualized support.
Eligible to apply
- Educational Institutions
- Public Institutions
Funding requirements
- Primary or special needs school in the district of Gütersloh or the city of Bielefeld
- Teachers responsible for mathematics
Documents required for application
- Project summary (PDF)
Description
The funding program of the Reinhard Mohn Foundation in North Rhine-Westphalia is aimed at primary and special needs schools in the Gütersloh district as well as in the city of Bielefeld. The goal is the early identification of first graders whose mathematical precursor skills are not yet sufficiently developed. Through standardized diagnostic procedures such as the Elementary Mathematical Basic Interview (EMBI) and a school-year-accompanying online diagnosis (Online-BKR), learning levels are systematically recorded. In parallel, teachers who teach mathematics receive comprehensive training: alongside the imparting of diagnostic competencies, the focus is on concepts for individualized support, preventive teaching principles, and language-promoting methods. Over a period from 2014 to July 2028, the project promotes the development of fundamental basic competencies that are essential for further mathematics instruction.
Participating schools and teachers benefit from evidence-based prevention approaches that build on co-constructive processes and competence-oriented material work. Funding is provided in the form of grants; applicants must submit a project profile (PDF). Cooperation with regional school authorities, educational and school counseling services, as well as other partners, ensures comprehensive implementation. Through continuous monitoring and evaluation, the learning success of the supported children is documented to identify potential calculation difficulties early and to respond appropriately to target groups. The program strengthens equal opportunities and supports teachers in making mathematics instruction sustainably more inclusive and effective.
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