Putting a Finger on Numerical Development – Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities

Abstract

The well-documented association between fingers and numbers is not only based on the observation that most children use their fingers for counting and initial calculation, but also on extensive behavioral and neuro-functional evidence. In this article, we critically review developmental studies evaluating the association between finger sensorimotor skills (i.e., finger gnosis and fine motor skills) and numerical abilities. In sum, reviewed studies were found to provide evidential value and indicated that both finger gnosis and fine motor skills predict measures of counting, number system knowledge, number magnitude processing, and calculation ability. Therefore, specific and unique contributions of both finger gnosis and fine motor skills to the development of numerical skills seem to be substantiated. Through critical consideration of the reviewed evidence, we suggest that the association of finger gnosis and fine motor skills with numerical abilities may emerge from a combination of functional and redeployment mechanisms, in which the early use of finger-based numerical strategies during childhood might be the developmental process by which number representations become intertwined with the finger sensorimotor system, which carries an innate predisposition for said association to unfold. Further research is nonetheless necessary to clarify the causal mechanisms underlying this association.

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.…”

Adding up fine motor skills: developmental relations between manual dexterity and numerical abilities

“…They found that nonsymbolic skills were related to fine motor skills concurrently, while math achievement was predicted indirectly through basic numerical skills. Finally, Barrocas et al (2020) conducted a literature review of contributions of kindergarten fine motor skills to later numerical cognition, finding a "clear contribution of fine motor skills to numerical and mathematical abilities" (p. 9), with fine motor skills predicting counting, number system knowledge, number magnitude processing, and calculation ability.…”

A Developmental Embodied Choice Perspective Explains the Development of Numerical Choices

“…Numerical performance can depend on embodied factors which make mathematics not as abstract as many believe ( Lakoff and Núñez, 2000 ). The body, in particular, the fingers, and the use thereof play a crucial role in numerical development ( Barrocas et al, 2020 ). Here, we focus on different aspects of finger-use in numerical settings, ranging from the use of individual fingers or hands to finger-gnosis , and fine motor skills ( FMSs ).…”

“…FMSs capture how well one can move the fingers and are measured by motor-skill tests (e.g., Gashaj et al, 2019 ). A recent review summarizes the role of finger-use for preschool children’s performance in numerical tasks ( Barrocas et al, 2020 ). The authors conclude that finger-use strongly contributes to counting, knowledge of the number system, number-magnitude processing, and calculation ability in childhood.…”

“…In numerical settings, better FMSs enhance the cue validity of fingers because finger-use gets easier (e.g., for counting and gestures). Here, DEC links FMSs and finger-gnosis and predicts that both are valid cues as basic numerical skills benefit from the ability to move the fingers individually while assigning magnitudes to fingers ( Barrocas et al, 2020 ).…”