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Finger counting training enhances addition performance in kindergarteners.

Céline Poletti1, Marie Krenger1, Marie Létang2

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Finger counting training significantly boosts kindergarteners' arithmetic skills. Children trained in finger counting showed substantial improvements in addition accuracy compared to control groups.

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Area of Science:

  • Cognitive Development
  • Educational Psychology

Background:

  • Early mathematical skills are crucial for academic success.
  • Finger counting is a common but often discouraged practice in early education.

Purpose of the Study:

  • To investigate the effectiveness of finger counting training on kindergarteners' arithmetic performance.
  • To determine if explicit finger counting instruction improves addition skills.

Main Methods:

  • A randomized controlled trial involving 328 five- to six-year-old kindergarteners.
  • One group received finger counting training, while control groups (passive and active) did not.
  • Pre-test and post-test assessments of addition skills were conducted.

Main Results:

  • Children in the finger counting training group showed a significant increase in addition accuracy (37.3% to 77.1%).
  • Control groups exhibited minimal improvement in addition skills (39.6% to 47.8%).
  • Results were replicated across different study scales and control conditions.

Conclusions:

  • Finger counting training is a highly effective method for enhancing kindergarteners' arithmetic abilities.
  • This study provides the first evidence supporting explicit finger counting instruction to improve early math skills.