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Finger counting, finger number gesturing, and basic numerical skills: A cross-sectional study in 3- to 5-year-olds

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posted on 2024-10-17, 15:52 authored by Stephanie Roesch, Korbinian MoellerKorbinian Moeller, Julia BahnmuellerJulia Bahnmueller
Recent evidence suggests that using finger-based strategies is beneficial for the acquisition of basic numerical skills. There are basically two finger-based strategies to be distinguished: (a) finger counting (i.e., extending single fingers successively) and (b) finger number gesturing (i.e., extending fingers simultaneously to represent magnitudes). In this study, we investigated both spontaneous and prompted finger counting and finger number gesturing as well as their contribution to basic numerical skills in 3- to 5-year-olds (N = 156). Results revealed that only 6% of children spontaneously used their fingers for counting when asked to name a specific number of animals, whereas 59% applied finger number gesturing to show their age. This indicates that the spontaneous use of finger-based strategies depends heavily on the specific context. Moreover, children performed significantly better in prompted finger counting than in finger number gesturing, suggesting that both strategies build on each other. Finally, both prompted finger counting and finger number gesturing significantly and individually predicted counting, cardinal number knowledge, and basic arithmetic. These results indicate that finger counting and finger number gesturing follow and positively relate to numerical development.

Funding

Centre for Early Mathematics Learning

Economic and Social Research Council

Find out more...

Deutsche Forschungsgemeinschaft (DFG—German Research Foundation; 416596305)

DFG (406023305)

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Journal of Experimental Child Psychology

Volume

242

Issue

2024

Publisher

Elsevier

Version

  • VoR (Version of Record)

Rights holder

© The Authors.

Publisher statement

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/).

Publication date

2024-03-16

Copyright date

2024

ISSN

0022-0965

eISSN

1096-0457

Language

  • en

Depositor

Dr Julia Bahnmuller. Deposit date: 17 June 2024

Article number

105892