[Source – sg.theasianparent.com]
In the ongoing debate about early mathematics education, a new study from the University of Lausanne and Lea.fr, Editions Nathan provides compelling evidence that finger counting improves math skills. Preschool educators often have conflicting views on finger counting, with some perceiving it as a sign of mathematical struggle and others considering it a marker of advanced numerical understanding. The recent study, published in Child Development, aimed to determine if teaching kindergarten-aged children to use finger counting could enhance their arithmetic skills.
The study involved 328 kindergarteners, primarily of White European descent living in France, and focused on their ability to solve simple addition problems. The children, aged five to six, were divided into groups, with some receiving training in finger counting while others did not. Teachers enrolled in the study used the digital platform Lea.fr to access instructional materials and implement the finger-counting intervention in their classrooms. The research included a pre-test, two weeks of training, a post-test, and a delayed post-test.
Findings Show Finger Counting Improves Math Skills Significantly
The results revealed a substantial improvement in the arithmetic performance of children who were trained to use finger counting. Children who initially did not use finger counting showed an increase in correct responses from 37% to 77% following the intervention. In contrast, children in the control group who did not receive finger counting training showed only a slight increase in performance, from 40% to 48%. These findings were corroborated by an experiment involving an active control group, making this the first study to demonstrate that finger-counting training can significantly improve children’s arithmetic skills.
Dr. Catherine Thevenot, from the Institute of Psychology at the University of Lausanne, highlighted the significance of these findings. She noted that the research provides a concrete answer to the long-standing question of whether finger counting should be encouraged in young learners. The study indicates that explicit training in finger counting is effective for over 75% of kindergarteners. Moving forward, researchers aim to explore ways to support the remaining 25% of children who did not respond as positively to the intervention.
Future Research and Implications for Teaching Practices
The study also prompts further investigation into whether finger counting fosters a deeper conceptual understanding of numbers or if it merely serves as an arithmetic procedure. Dr. Thevenot expressed surprise at the dramatic improvement observed, noting that children who initially solved only about one-third of the addition problems were able to solve more than three-quarters after training. The research team is now focused on determining whether these gains translate into a better grasp of numerical concepts.
Dr. Thevenot emphasized that the findings are a significant step forward in early math education and provide a clear recommendation for educators. Future Future research will further explore how finger counting improves math skills and its broader implications for enhancing mathematical understanding, aiming to support all learners in developing strong arithmetic abilities.
