Abstract
Understanding number magnitude is an important prerequisite for children’s mathematical development. One early experience that contributes to this understanding is the common practice of finger counting. Recent research suggested that through repeated finger counting, children internalize their fingers as representations of number magnitude. Furthermore, finger counting habits have been proposed to predict concurrent and future mathematical performance. However, little is known about how finger-based number representations are formed and by which processes they could influence mathematical development. Regarding the emergence of finger-based number representations, it is likely that they result from repeated practice of finger counting. Accordingly, children need sufficient fine motor skills (FMS) to successfully count on their fingers. However, the role that different types of FMS (such as dexterity and graphomotor skills) might play in the development of finger-based number representations is still unknown. In the current study, we investigated (a) whether children’s FMS (dexterity and graphomotor skills) are associated with their emerging finger-based number representations (ordinal and cardinal), (b) whether FMS explain variance in children’s finger-based number representations beyond the influence of general cognitive skills, and (c) whether the association between FMS and numerical skills is mediated by finger-based representations. We tested associations between preschool children’s (N = 80) FMS (dexterity and graphomotor skills), finger-based number representations, and numerical skills. Furthermore, visuo-spatial working memory and nonverbal intelligence were controlled for. Dexterity was related to children’s finger-based number representations as well as numerical skills after controlling for chronological age, but not after also controlling for cognitive skills. Moreover, the relationship between dexterity and numerical skills was mediated by finger-based number representations. No such associations were observed for graphomotor skills. These results suggest that dexterity plays a role in children’s development of finger-based number representations, which in turn contribute to their numerical skills. Possible explanations are discussed.
Highlights
In development, children learn implicitly about numerical and mathematical constructs
Because we were interested in associations between finger-based number representations and different facets of fine motor skills (FMS), dexterity and graphomotor skill were entered separately into the analyses rather than collapsed into a single fine motor score as suggested in the M-ABC 2 manual
We investigated for the first time whether FMS are associated with finger-based representations of number, and whether this association might explain the often-observed correlation between FMS and numerical skills (e.g., Luo et al, 2007; Roebers et al, 2014; Pitchford et al, 2016; Suggate et al, 2017; Fischer et al, 2018a)
Summary
Children learn implicitly about numerical and mathematical constructs. Previous observations of associations between dexterity and numerical skills might stem from children either manipulating countable objects or their own fingers with their hands during counting activities Based on this previous research, graphomotor skills might not be relevant for children’s early numerical development, whereas other facets of FMS such as finger agility and dexterity might be. They might become more important when mathematical skills are taught in school and numbers are interacted with in a written format. We hypothesized that: (a) Dexterity, but not graphomotor skill, is associated with ordinal and cardinal fingerbased representations; (b) Dexterity, but not graphomotor skill, is significantly related to both types of finger-based representations, even when controlling for age and other cognitive skills; and (c) the association between dexterity and numerical skills is mediated by finger-based number representations
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