Mathematics at Your Fingertips: Testing a Finger Training Intervention to Improve Quantitative Skills

Abstract

Previous research indicates that the use of fingers as representations of ordinal and cardinal number is an important part of young children's mathematics learning. Further to this, some studies have shown that a finger training intervention can improve young children's quantitative skills. In this article, we argue that fingers represent a means for children to connect different external representations of number (including verbal, symbolic, and non-symbolic representations). Therefore, we predicted that an intervention that combined finger training with experience playing games involving multiple representations would lead to greater increases in quantitative skills than either aspect of the intervention alone. One hundred and thirty-seven children aged between 6 and 7 years old took part in an intervention study over the course of 4 weeks. The study tested the impact of five different conditions on participants' quantitative skills, their finger gnosis, and their ability to compare magnitudes of two non-symbolic representations of number. Relative to a control group, those children receiving a finger training intervention saw gains in finger gnosis skills (the ability to differentiate fingers when touched, without visual cues). Those children who played number games saw an increase in their non-symbolic magnitude comparison skills. However, only those children who experienced both aspects of the intervention saw increases in quantitative skills, which were assessed using an instrument informed by Gelman and Gallistel's (1978) five principles of counting. The findings show that a finger training intervention, when combined with intensive exposure to multiple representations of number can support young children's development of quantitative skills. This adds to evidence in the literature regarding the role of fingers in children's mathematics learning and may have implications for pedagogical approaches.

A Finger-Based Numerical Training Failed to Improve Arithmetic Skills in Kindergarten Children Beyond Effects of an Active Non-numerical Control Training

“…In this case, overall maturation, which is certainly fast at that age, might have led to the improvement of all skills in all groups. However, we do not think maturation plays a sole role, as other studies with waiting control groups consistently showed differences when compared to the intervention groups (e.g., Gracia-Bafalluy and Noël, 2008;Jay and Betenson, 2017;Frey et al, unpublished). Moreover, other studies focusing on other numerical precursor skills, or including a broader range of such skills, have shown intervention effects in kindergarten children (e.g., Kaufmann et al, 2005;Krajewski et al, 2008;Praet and Desoete, 2014).…”

“…Indeed, the combined score might have obscured differential influences of finger gnosis (and number training) on different numerical skills. In contrast to the combined quantitative score of Gracia-Bafalluy and Noël (2008) and Jay and Betenson (2017) measured single numerical skills and children of the finger gnosis training improved in 'draw a hand' as well as in counting fingers, especially when larger number of fingers were involved (yet, improvement was only observed in response times, not in overall score). Finally, children improved in subitizing and ordinality score (comparing Arabic digits), but not in counting, magnitude comparison, enumeration and calculation.…”

“…Concerning the arithmetic measures, Jay and Betenson (2017) found that children receiving the combined training of finger gnosis and number games activities showed the largest gain in quantitative scores. While children from the other groups also improved in quantitative scores, their improvement was only half of that of the combined training group.…”

“…One important difference between former finger training studies and our study is the control intervention. Frey et al (unpublished) and Jay and Betenson (2017) had only nointervention control groups. Gracia-Bafalluy and Noël (2008) had a story comprehension control group and a no-intervention control group.…”

Dewey in the World of Experiential Education

“…Recent practical advances in the ways of creating learning experiences have been substantive, ranging from micro changes in individual teaching practices to macro initiatives across whole continents. This can be illustrated, respectively, by research on the experience of finger training to improve mathematical skills in children (Jay & Betenson, ), educative prison visits for experiential teaching of ethical accounting (Dellaportas & Hassall, ), or confidence‐building experiences with young girls that encourage them to become autonomous enough to alter their future destinies (see, for example, MagicBusIndia, n.d. ).…”