Abstract
Finger counting plays an important role in mathematical cognition, especially in the acquisition of the concept of number and elementary math competence. Fingers are spontaneously used to count because of itstheir constant availability and easiness of manipulation. Stable counting order within hand facilitates the acquisitionring of ordinal as well as cardinal numbers. Additionally, using fingers in order to count alleviates working memory load and allows constant control of counting accuracy. Apart from the usefulness for counting practice, cognitive representations of fingers are strongly interconnected with representations of numbers. Finger gnosis (the quality of the brain representations of fingers) is a good predictor of current as well as future math achievement. There is also evidence that the training of finger differentiation causesleads to improvements in math achievement.
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