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Finger counting training enhances addition performance in kindergarteners
Céline Poletti1, Marie Krenger1, Marie Létang2
1Institute of Psychology, University of Lausanne, Lausanne, Switzerland.
Child Development
|September 18, 2024
Summary
Finger counting training significantly boosts kindergarteners' arithmetic skills. Children trained in finger counting showed substantial improvements in addition accuracy compared to control groups.
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.
