01 · The Challenge
Why Early Childhood Skills Matter
What children learn — and don't learn — between ages 3 and 8 shapes their entire academic trajectory. The window is narrow. The stakes are high.
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Early gaps widen over time
Children who enter school with weak numerical or spatial skills fall progressively further behind (Aunola et al., 2004; Jordan et al., 2009). The gap rarely closes without structured intervention.
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Language is a barrier
In multilingual classrooms, children not proficient in the language of instruction miss foundational maths concepts — not due to ability, but because of language load (Cummins, 1979).
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Both blocks are essential
Numerical and cognitive abilities are distinct yet deeply interconnected. Neglecting either creates cascading deficits across mathematics, reading and STEM performance (Mix et al., 2016).
02 · The Research Foundation
Early Skills as Lifelong Academic Predictors
Independent longitudinal studies across 5+ countries confirm: cognitive and numerical skills at ages 3–8 are the strongest predictors of school performance at age 10 and beyond.
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Ages 3–8
Cognitive &
Numerical Skills
→
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Number Sense
Symbolic &
non-symbolic
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Spatial Thinking
Perception, rotation,
symmetry, patterns
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Ages 8–12
Maths, Literacy,
STEM fluency
→
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Long-term
Academic &
career outcomes
Key finding: Kindergarten maths skills predict school readiness, reading acquisition, working memory efficiency and STEM aptitude more strongly than any other single variable in early childhood assessment (Duncan et al., 2007; Fuchs et al., 2010; Hornung et al., 2014).
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Mathematics
Arithmetic, algebra, number line reasoning and word problems all depend on the same early foundations Magrid trains.
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Literacy & Reading
Visual perception and fine motor control underpin letter recognition, phonemic awareness and reading fluency.
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STEM Disciplines
Visuospatial abilities are the strongest predictor of STEM performance across Science, Technology, Engineering and Mathematics.
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Arts & Motor Skills
Fine motor precision and pattern recognition transfer directly to visual arts, sports and all creative disciplines.
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Magrid's Approach: Train the Roots, Not the Branches
Rather than drilling procedures, Magrid trains the cognitive and numerical building blocks that make all learning possible. Every competency corresponds to a scientifically validated predictor of academic achievement. 100% language-neutral — purely visual, removing barriers for every learner. Magrid is not a game — it is a structured, evidence-based learning programme.
03 · The Programme
Two Blocks · 12 Competencies · Ages 3–8
Competencies and learning objectives are drawn directly from the Magrid Skills Guide (2026). Skills progress in difficulty across the 22-planet curriculum.
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Numerical Block
Based on Von Aster & Shalev's (2007) developmental model of numerical cognition. Skills progress from 1–5 through 1–100 across the full curriculum.
N1
Number Recognition
Identifying written numerals and matching numbers to their spoken form
Recognise written numbers 1–100Identify a number heard 1–100
Symbolic fluency · Reading readiness
N2
Quantity Recognition
Recognising and matching amounts — including subitising (without counting)
Match count to number 1–20Recognize amount without counting 1–10
Approximate Number System · Number sense
N3
Number Mapping
Linking quantities, symbols and objects — "3", ●●● and "three" are equivalent
Match quantities of objects 1–10Count objects to match a number 1–10
Representational translation · Maths readiness
N4
Number Comparison
Finding larger, smaller and equal groups — non-symbolic and symbolic
Find larger group 1–10Find larger number 1–100Create equal groups 1–10
Magnitude understanding · Maths achievement
N5
Ordinality
Ordering, sequencing and positioning numbers — forward and backward
Order numbers 1–100Pick numbered position 1–10Order backwards 1–20
Number line · Arithmetic predictor
N6
Extended Learning
Addition, ten-frames and skip counting — integration of all numerical concepts
Add objects & numbers 1–20Fill ten-frames 1–20Count by tens 10–100Count by twos 2–20
★ Arithmetic fluency · Multiplicative reasoning
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Cognitive Block (Visuospatial)
Aligned with Newcombe & Shipley's (2015) taxonomy. All Magrid activities are 2D — training visual discrimination, spatial reasoning, fine motor control and visual memory.
C1
Visual Perception
Discriminating shapes, identifying differences and composing forms from parts
Select the different shapeJoin pieces to form a shapeTangram — move shapes to form a design
Letter-form recognition · Literacy · STEM diagrams
C2
Mental Rotation
Matching and rotating 2D shapes mentally to a target orientation
Match a shape to its rotated formRotate a shape to match another shape
★ Strongest kindergarten predictor of maths (Mix et al., 2016)
C3
Geometry & Patterns
Identifying shapes, matching pairs and continuing visual sequences
Find individual shapesFind pairs of shapesContinue a pattern
Pattern recognition · Phonological awareness · STEM
C4
Mental Folding (2D Symmetry)
Drawing the mirror half of a shape and lines of symmetry — 2D reflection on the grid
Draw the matching half of a shapeDraw vertical lines of symmetry
2D symmetry · Spatial reasoning · Visual arts
C5
Hand-Eye Coordination
Drawing, copying and connecting — precise visuomotor integration on the grid
Draw lines to finish / copy a shapeConnect dots to make a shapeDraw lines to complete a pattern
★ Fine motor · Handwriting · Sports · Arts
C6
Working Memory
Remembering colours, positions and patterns after brief visual exposure
Remember a color locationRemember position of an objectRemember a color pattern
All academic domains · Executive function
04 · Peer-Reviewed Evidence
5 Published Studies · Multiple Countries · Ongoing Global Research
Every Magrid study was conducted by independent universities in real classrooms — not labs. Results replicate across languages, socioeconomic backgrounds, and learner profiles including SEN.
2017
Training early visuo-spatial abilities: A controlled classroom-based intervention
Applied Developmental Science🏫 Luxembourg👥 N = 125📅 10 weeks✍️ Cornu, Schiltz, Pazouki, Martin
RCT in kindergarten classrooms. Magrid group significantly outperformed controls on spatial orientation and VMI. Children with low initial VSA who received training outperformed low-VSA controls — demonstrating Magrid's equalising effect on SES gaps.
Hedges' g = 0.62–0.74 · p < 0.05
Visuospatial trainingRCT designEquity / SES gap
2018
MaGrid: A Language-Neutral Early Mathematical Training and Learning Application
IJET · Int. Journal of Emerging Technologies in Learning🏫 Luxembourg (multilingual)👥 Multiple cohorts · 2 school years✍️ Pazouki, Cornu, Sonnleitner, Schiltz, Fischbach, Martin
Two full school years covering both blocks. Significant effects in both numerical and visuospatial domains. The language-neutral design eliminated the performance gap between native and non-native speaking learners.
VSA: g=0.37–0.47 · Numerical: g=0.30–0.46 · Language gap eliminated
Both blocks validatedLanguage barrier removal2-year curriculum
2019
Overcoming language barriers in early mathematics instruction with MaGrid
Mathematical Cognition and Learning Society (MCLS) · Oxford🏫 Luxembourg✍️ Cornu, Pazouki, Schiltz, Fischbach, Martin
Children not proficient in the language of instruction achieved equivalent outcomes to native speakers. Language barriers in early maths are an instructional problem — one Magrid solves by design.
Language performance gap fully eliminated
Language equityMultilingualInclusive design
2020
Hierarchical Development of Early Visual-Spatial Abilities — A Taxonomy-Based Assessment
Frontiers in Psychology · DOI: 10.3389/fpsyg.2020.00871🏫 Germany (Leibniz-IWM)👥 N = 84 · ages 4–6✍️ Jung, Meinhardt, Braeuning, Roesch, Cornu, Pazouki, Schiltz, Moeller
CFA validated that Magrid's cognitive tasks align with the 2×2 taxonomy of VSA. Three VSA factors develop hierarchically. Magrid captures age-related differences better than non-digital assessments — confirming its value as both a training tool and diagnostic instrument.
RMSEA = 0.03 · CFI = 0.98 · TLI = 0.98
Psychometric validationReplication GermanyCFA taxonomy
2021
The Development of Early Visual-Spatial Abilities — Considering Effects of Test Mode
Cognitive Development · Vol. 60 · DOI: 10.1016/j.cogdev.2021.101092🏫 Germany (Leibniz-IWM + DIPF)👥 N = 84 · ages 4–6✍️ Meinhardt, Braeuning, Hasselhorn, Lonnemann, Moeller, Pazouki, Schiltz, Jung
Direct comparison: Magrid tablet assessment vs. paper-pencil equivalents. Magrid is more sensitive to age-related developmental differences because task difficulty is better calibrated. Three-factor taxonomy holds across both modes. Magrid is a superior early diagnostic tool.
Joint CFA: CFI = 0.96 · Digital superior for age sensitivity
Diagnostic sensitivityDigital vs. paperSEN screening
Now
Ongoing Research — Active Pilot Studies Worldwide
🌍 Ecuador, Colombia, Nepal, USA, France & beyond
Structured pilots collect pre/mid/post-test data across all 12 competencies. Research into Magrid's impact on dyscalculia, dysgraphia, ADHD and ASD is ongoing, with new publications in preparation.
Active pilotsGlobal replicationSEN research in prep
05 · Results at a Glance
Measurable Impact Across All Studies
Hattie (2009) places the average educational effect at d ≈ 0.40. Magrid's effects are consistently above this benchmark.
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g = 0.74
Peak effect on visuospatial skills (Cornu et al., 2017) — classified as large
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g = 0.46
Peak effect on numerical skills (Pazouki et al., 2018) over 2 school years
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CFI 0.98
Psychometric model fit — Magrid measures exactly what it claims to measure
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0 gap
Performance gap between native and non-native speakers fully eliminated
06 · Beyond Mathematics
How Magrid Skills Transfer Across Every Discipline
The 12 Magrid competencies are foundational cognitive capacities, not isolated maths skills. The connections below map each Magrid activity (from the Skills Guide 2026) to the broader academic and physical domains it supports, backed by peer-reviewed research.
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STEM & Science
Four Magrid competencies build the spatial and quantitative reasoning foundations that underpin science, technology, engineering and mathematics
🔭 Engineering, chemistry & scientific diagrams
Mental rotation, Rotation — the single best predictor of STEM performance in kindergarten (Mix et al., 2016). 2D rotation transfers to reading scientific diagrams, understanding molecular structures, engineering design and map reading.
Uttal & Cohen (2012) · Mix et al. (2016)
📏 Measurement, data & scientific scales
Order numbers, Counting position, Sorting — understanding order and position on the number line is the foundation of measurement, reading scales, interpreting data ranges and working with graphs and timelines in science.
Jordan et al. (2009)
📐 Geometry, coding & algorithmic thinking
Pattern recognition, Find the shape — recognising and continuing patterns is the foundational skill for algorithmic thinking in coding, identifying repeating structures in biology and reading geometric figures in engineering.
Clements & Sarama (2011)
⚗️ Multiple representations in science
Aquarium, Quantity house, Select quantity of dots — translating between different representations of the same quantity is directly used when converting units, reading graphs and interpreting data tables and chemical notation.
Pazouki et al. (2018)
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Literacy, Reading & Writing
Four Magrid competencies build the perceptual and motor prerequisites for reading and handwriting acquisition
✏️ Handwriting & fine motor control
Copy from example, Connect dots, Figure completion train the pencil-path control needed for letter formation — the primary early predictor of handwriting quality and dysgraphia risk.
Sortor & Kulp (2003) · Pieters et al. (2012)
🔤 Letter-form discrimination
Odd one out, Find the missing piece, Tangram train discrimination of visually similar forms — the same skill needed to distinguish b/d, p/q and m/n in early reading.
Frostig (1973) · Lachance & Mazzocco (2006)
🔄 Resolving mirror letter confusion (b/d/p/q)
Mentally rotating a shape to match another form — trained in Mental rotation and Rotation — resolves the spatial reversal errors that underlie common letter confusion in early readers.
Cornu et al. (2017)
🧠 Reading comprehension & phonological memory
Visual color memory, Memorize character location, Color fill memory train the capacity to hold and manipulate visual information — supporting the phonological loop used in word decoding and sentence comprehension.
Gathercole & Baddeley (1993)
🎵 Phonological awareness & sequence recognition
Pattern recognition (continuing visual sequences) trains the sequential detection skill that underlies phonological awareness — recognising syllable and phoneme structure in spoken words.
Goswami & Bryant (1990)
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Visual Arts & Plastic Arts
Five Magrid competencies build the visual discrimination, spatial composition and fine motor precision that underpin artistic creation
✏️ Drawing, painting & craft precision
Figure completion, Make exact copy, Finish the pattern train the fine motor control essential for drawing and painting. The precision of pencil or brush strokes in art is the direct application of VMI that Magrid develops systematically.
Cornu et al. (2017) — VMI effects
🦋 Symmetry, mandalas & reflective composition
Symmetry, Symmetry from example, Shape bisection — Magrid's 2D symmetry activities directly prepare children to create symmetric compositions: butterfly prints, mandala patterns, decorative borders and paper craft.
Newcombe & Shipley (2015)
🖼️ Composition, balance & visual analysis
Tangram — assembling shapes into a coherent design — trains compositional thinking in visual arts: understanding how parts create a whole, spatial balance and foreground/background relationships.
Uttal & Cohen (2012)
🔶 Decorative patterns, tessellations & textile design
Pattern recognition, Match the pair build the ability to create and extend visual sequences — the foundation of decorative art, Islamic geometric patterns, mosaic design, weaving and textile arts.
Clements & Sarama (2011)
🎨 Colour memory & palette management
Visual color memory, Color fill memory — remembering colour sequences and locations — trains the visual working memory artists use when mixing colours and maintaining palette consistency across a composition.
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Sports & Physical Education
Three Magrid competencies build the spatial and motor foundations that underpin athletic performance and physical coordination
🎾 Ball sports, racket sports & throwing accuracy
The visuomotor integration trained by Figure completion, Connect dots, Copy from example directly predicts the ability to time and direct physical movements toward a target — catching, hitting, throwing and kicking.
Sigmundsson et al. (2002) · Wilson et al. (2004)
🏃 Spatial awareness on the field / court
Odd one out, Tangram train rapid visual discrimination and spatial composition — the same skill athletes use to read game situations, identify positioning and anticipate trajectories.
Voss et al. (2010)
🗺️ Positional play, tactics & orienteering
The ability to mentally rotate spatial information — trained in Mental rotation and Rotation — is used when athletes map plays, read a tactical board, or navigate orienteering courses.
Jansen & Heil (2010)
🧠 Remembering plays, rules & movement sequences
Memorize character location, Visual color memory build the capacity to retain spatial sequences — critical for remembering game rules, gymnastics choreography and multi-step tactical plays.
Vestberg et al. (2012)
07 · Inclusion & Equity
Designed for Every Learner
Magrid's visual-only design is not a simplification — it is a deliberate scientific choice that makes the programme effective for learners that traditional instruction often leaves behind.
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Special Educational Needs
The absence of language removes the primary barrier for children with speech/language disorders, hearing impairments, autism spectrum conditions and developmental delays. Visual-only feedback avoids sensory overload. Adaptive difficulty ensures no child is overwhelmed. Validated in 50+ special education centres worldwide with ASD, Down Syndrome and hearing-impaired populations.
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Multilingual & Underserved Classrooms
Language gaps in early maths are instructional barriers, not cognitive ones. Magrid eliminates them by design (Pazouki et al., 2018). Works fully offline with 2–3 devices for a class of 15, in just 10–15 minutes per session. Low-SES children in Magrid groups achieved parity with high-SES peers — a finding rare in educational intervention literature.
08 · Real-World Validation
Implemented at Scale, Not Just in Labs
50,000+Students using Magrid in schools worldwide
500+Schools across Luxembourg, Portugal, Colombia, USA, France, Nepal and beyond
50+Special education centres worldwide — ASD, Down Syndrome, hearing-impaired, neurodivergent
🏆Multiple international awards from the EIB Institute, MIT Solve and the World Summit Award
6+Years of R&D at the University of Luxembourg (Psychology + Computer Science)