The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood

Abstract

Understanding number magnitude is an important prerequisite for children's mathematical development. One early experience that contributes to this understanding is the common practice of finger counting. Recent research suggested that through repeated finger counting, children internalize their fingers as representations of number magnitude. Furthermore, finger counting habits have been proposed to predict concurrent and future mathematical performance. However, little is known about how finger-based number representations are formed and by which processes they could influence mathematical development. Regarding the emergence of fingerbased number representations, it is likely that they result from repeated practice of finger counting. Accordingly, children need sufficient fine motor skills (FMS) to successfully count on their fingers. However, the role that different types of FMS (such as dexterity and graphomotor skills) might play in the development of fingerbased number representations is still unknown. In the current study, we investigated (a) whether children's FMS (dexterity and graphomotor skills) are associated with their emerging finger-based number representations (ordinal and cardinal), (b) whether FMS explain variance in children's finger-based number representations beyond the influence of general cognitive skills, and (c) whether the association between FMS and numerical skills is mediated by finger-based representations. We tested associations between preschool children's (N = 80) FMS (dexterity and graphomotor skills), finger-based number representations, and numerical skills. Furthermore, visuospatial working memory and nonverbal intelligence were controlled for. Dexterity was related to children's finger-based number representations as well as numerical skills after controlling for chronological age, but not after also controlling for cognitive skills. Moreover, the relationship between dexterity and numerical skills was mediated by finger-based number representations. No such associations were observed for graphomotor skills. These results suggest that dexterity plays a role in children's development of finger-based number representations, which in turn contribute to their numerical skills. Possible explanations are discussed.

A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM)

“…Along these lines, Bermejo and Lago (1988) clarify and empirically show that the use of materials is very positive at the beginning of the mathematical content learning, although it can be an obstacle once this phase has been overcome. Likewise, some authors defend the importance of the use of fingers in mathematical development ( Barrocas et al, 2020 ; Fischer et al, 2020 ). Therefore, it is convenient to “de-algorithmize” the mathematics classes since the algorithm is only an instrument for solving tasks, and not their ground foundation.…”

Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1.

“…It is important to note, however, that the Numeracy Screener (Nosworthy et al, 2013) used in the current study had yielded comparable results in multiple studies across different cultural contexts and age groups (Fischer et al, 2020; Hawes et al, 2019; Soltani & Mirhosseini, 2019; Susperreguy et al, 2020; Tavakoli, 2016). This suggests that while the tasks used in the numeracy screener may be different from more conventional tasks, the measurement of the underlying construct is preserved.…”

Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques

“…Représenter, compter, et surtout calculer sur les doigts et le plus souvent avec les deux mains, constituent des tâches exigeantes du point de vue de la dextérité digitale (Fischer et al, 2020) mais impliquent aussi en amont des capacités d'observation, de planification et de contrôle de l'action de mouvements manuels coordonnés et asymétriques lors des situations d'apprentissage.…”