Number Of Lines Research Articles

The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders

The number line estimation task is an often-used measure of numerical magnitude understanding. The task also correlates substantially with broader measures of mathematical achievement. This raises the question of whether the task would be a useful component of mathematical achievement tests and instruments to diagnose dyscalculia or mathematical giftedness and whether a stand-alone version of the task can serve as a short screener for mathematical achievement. Previous studies on the relation between number line estimation accuracy and broader mathematical achievement were limited in that they used relatively small nonrepresentative samples and usually did not account for potentially confounding variables. To close this research gap, we report findings from a population-level study with nearly all Luxembourgish ninth-graders (N = 6484). We used multilevel regressions to test how a standardized mathematical achievement test relates to the accuracy in number line estimation on bounded number lines with whole numbers and fractions. We also investigated how these relations were moderated by classroom characteristics, person characteristics, and trial characteristics. Mathematical achievement and number line estimation accuracy were associated even after controlling for potentially confounding variables. Subpopulations of students showed meaningful differences in estimation accuracy, which can serve as benchmarks in future studies. Compared with the number line estimation task with whole numbers, the number line estimation task with fractions was more strongly related to mathematical achievement in students across the entire mathematical achievement spectrum. These results show that the number line estimation task is a valid and useful tool for diagnosing and monitoring mathematical achievement.

The SNARC effect: a preregistered study on the interaction of horizontal, vertical, and sagittal spatial–numerical associations

Small numbers are processed faster through left-sided than right-sided responses, whereas large numbers are processed faster through right-sided than left-sided responses [i.e., the Spatial–Numerical Association of Response Codes (SNARC) effect]. This effect suggests that small numbers are mentally represented on the left side of space, whereas large numbers are mentally represented on the right side of space, along a mental number line. The SNARC effect has been widely investigated along the horizontal Cartesian axis (i.e., left–right). Aleotti et al. (Cognition 195:104111, 2020), however, have shown that the SNARC effect could also be observed along the vertical (i.e., small numbers-down side vs. large numbers-up side) and the sagittal axis (i.e., small numbers-near side vs. large numbers-far side). Here, we investigated whether the three Cartesian axes could interact to elicit the SNARC effect. Participants were asked to decide whether a centrally presented Arabic digit was odd or even. Responses were collected through an ad hoc-made response box on which the SNARC effect could be compatible for one, two, or three Cartesian axes. The results showed that the higher the number of SNARC-compatible Cartesian axes, the stronger the SNARC effect. We suggest that numbers are represented in a three-dimensional number space defined by interacting Cartesian axes.

The development of teachers' knowledge in a lesson study

PurposeThis paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.Design/methodology/approachThis study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.FindingsThe participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.Originality/valueThe study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain.

A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude

Without a conceptual understanding of fraction magnitude, students have difficulties understanding more advanced mathematics in high school and beyond. The purpose of this study is to highlight 4th and 8th grade students’ misconceptions in fraction magnitude using the Trends in International Mathematics and Science Study-2015 data. The study is informed by the theory of numerical development that focuses on the understanding of the magnitude of numbers and the recognition of the location of numbers on a number line. The results indicate that fraction magnitude understanding is a challenge at the 8th grade. Implications for higher education are elaborated.

Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding.

Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude.

Learn Number Lines with Interactive Video Learning Media

This research is motivated by the difficulties of the teacher in implementing online learning, which makes students less enthusiastic and less able to understand the material in online learning, so the development of interactive video media is needed. This study aims to produce interactive video media for grade three elementary school number line materials tested for validity. The development model used in this study is the ADDIE model. The subjects in this study consisted of 1 teacher and four dose experts who were experts in their fields as media experts and material experts, and 12 students consisting of 3 people as individual tests and nine students as small group tests. The method of data collection in this study is the method of questionnaires and interviews. The data generated in this study are qualitative and quantitative. The data obtained were then analyzed using the mean formula to determine the average validation of interactive video media. The development of interactive video media was declared valid based on the assessments of media experts, design experts, material experts, individual test students, and small group students with an average range of 4.01 < X 5, with the qualification "very good.” Thus, it can be indicated that the interactive video product is declared valid and suitable for use in learning, especially on the number line material for third grade of elementary school.

Pengembangan Model dan Penggunaan Konteks dalam Mendukung Pemahaman Siswa pada Topik Penjumlahan yang Melibatkan Bilangan Negatif

This study aims to develop learning activities to contribute to the theory based on empirical activities in learning the topic of summation involving negative numbers. This research also develops learning activities that combine context and models that students can apply to understand the topic. The type of research used to attain the objectives in this study is design research, each cycle consists of three steps, namely preliminary study, classroom experiment and retrospective method. The subjects of the study were grade 4 students and teachers at SD Islam Athirah Makassar. The results showed that to help students understand the concept of summation involving negative numbers, students must understand the concept of negative numbers and use the number line model to count. This can be supported by the context of equilibrium and the number line as a representation of the negative numbers. In classroom learning, the use of context stimulates students to think informally, furthermore, by indicating a state using numbers and with the help of a number line model, students can solve mathematical problems at a formal level.

How Does the Accuracy of Children's Number Representations Influence the Accuracy of Their Numerical Predictions?

Predictions begin with an extrapolation of the properties of their underlying representations to forecast a future state not presently in evidence. For numerical predictions, sets of numbers are summarized and the result forms the basis of and constrains numerical predictions. One open question is how the accuracy of underlying representations influences predictions, particularly numerical predictions. It is possible that inaccuracies in individual number representations are randomly distributed and averaged over during summarization (e.g., wisdom of crowds). It is also possible that inaccuracies are not random and lead to errors in predictions. We investigated this question by measuring the accuracy of individual number representations of 279 children ages 8–12 years, using a 0–1,000 number line, and numerical predictions, measured using a home run derby task. Consistent with prior research, our results from mixed random effects models evaluating percent absolute error (PAE; prediction error) demonstrated that third graders’ representations of individual numbers were less accurate, characterized by overestimation errors, and were associated with overpredictions (i.e., predictions above the set mean). Older children had more accurate individual number representations and a slight tendency to underpredict (i.e., predictions below the set mean). The results suggest that large, systematic inaccuracies appear to skew predictions while small, random errors appear to be averaged over during summarization. These findings add to our understanding of summarization and its role in numerical predictions.

Developing mental number line games to improve young children’s number knowledge and basic arithmetic skills

The learning of number knowledge in childhood may directly influence children’s mathematics learning ability in subsequent periods. Previous studies also show that the difficulties in mathematics learning faced by schoolchildren are mainly rooted in the lack of number knowledge in early childhood. Focusing on the development of numerical knowledge and basic arithmetic skills in early childhood, this study designed a linear number line game based on the theory of the mental number line. Accordingly, this study examined the effectiveness of the linear number line game in children’s learning of number concepts and arithmetic skills and compared the effectiveness of the linear number line game with that of two other games (a nonlinear number line game and a non-number-line game). This study adopted a quasi-experimental research design. A total of 140 young children from remote areas of eastern Taiwan participated and were divided into three experimental groups and one control group, and a pretest–posttest experiment was conducted. The experimental results showed that the linear number line game could help children to acquire numerical knowledge effectively, especially in number line estimation compared with other experimental groups. In terms of the learning effectiveness of basic arithmetic skills (e.g., addition, subtraction), the two number line games (linear and nonlinear number line games) are significantly superior to the non-number-line game (traditional number decomposition and synthesis game). This study recommends that preschool teachers use linear number line games to improve children’s numerical knowledge and arithmetic skills.

The structure of the notation system in adults' number line estimation: An eye-tracking study.

Research on rational numbers suggests that adults experience more difficulties in understanding the numerical magnitude of rational than natural numbers. Within rational numbers, the numerical magnitude of fractions has been found to be more difficult to understand than that of decimals. Using a number line estimation (NLE) task, the current study investigated two sources of difficulty in adults' numerical magnitude understanding: number type (natural vs rational) and structure of the notation system (place-value-based vs non-place-value-based). This within-subjects design led to four conditions: natural numbers (natural/place-value-based), decimals (rational/place-value-based), fractions (rational/non-place-value-based), and separated fractions (natural/non-place-value-based). In addition to percentage absolute error (PAE) and response times, we collected eye-tracking data. Results showed that participants estimated natural and place-value-based notations more accurately than rational and non-place-value-based notations, respectively. Participants were also slower to respond to fractions compared with the three other notations. Consistent with the response time data, eye-tracking data showed that participants spent more time encoding fractions and re-visited them more often than the other notations. Moreover, in general, participants spent more time positioning non-place-value-based than place-value-based notations on the number line. Overall, the present study contends that when both sources of difficulty are present in a notation (i.e., both rational and non-place-value-based), adults understand its numerical magnitude less well than when there is only one source of difficulty present (i.e., either rational or non-place-value-based). When no sources of difficulty are present in a notation (i.e., both natural and place-value-based), adults have the strongest understanding of its numerical magnitude.

Primary teachers’ preferred fraction models and manipulatives for solving fraction tasks and for teaching

AbstractWhen teaching fractions, teachers make instructional decisions about if, when, and how to use the many different types of fraction models and manipulatives. In this study, we sought insights into their pedagogical reasoning with fraction representations via their preferences, both for solving tasks themselves and for teaching (in general and for specific fraction concepts and operations). Nearly 200 practising Australian primary teachers participated in an online survey and we drew on a Fraction Schemes theorisation to analyse quantitative and qualitative data. A majority of teachers indicated a personal preference for the set model for four out of five schemes; for one scheme most teachers preferred the circle model. Their reasons suggested that the nature of each task in a scheme and the specific fractions involved, played a role in influencing their preferences. With respect to teaching fractions, the teachers also indicated a high level of preference for teaching with the set model in general, and secondly for the rectangle model. Their preferences, except for number lines, were not found to be associated with the teachers’ nominated year level. We found that a high personal preference for a set model was associated with a preference for teaching with the same model in general, but not for teaching with the matching manipulative (counters or chips). The teachers indicated a high level of preference for teaching with the fraction bars manipulative for several fraction concepts, but this was not associated with a personal preference for linear models. Implications for further research are discussed.

Floquet analysis of extended Rabi models based on high-frequency expansion

The extended quantum Rabi models make a significant contribution to understanding of the quantum nature of the atom-light interaction. We transform two kinds of extended quantum Rabi model, the anisotropic Rabi model and the asymmetric Rabi model, into the rotating frame and regard them as periodically driven quantum systems. The analytical solutions of the quasienergy spectrum as well as the Floquet modes for both models are constructed by applying the Floquet theory and the high-frequency expansion, which is applied to the nonstroboscopic dynamics of physical observables such as atomic inversion, transverse magnetization, and atom-field correlation. For the anisotropic Rabi model, the quasienergy fits well with the numerical results even when the rotating-wave coupling is in the deep strong-coupling regime $g\ensuremath{\simeq}\ensuremath{\hbar}\ensuremath{\omega}$ if the counter-rotating term is small enough compared to the driving frequency. Avoided level crossing may occur for quasienergy with the same parity when the positive branch spectrum lines for the total excitation number $N$ cross the negative branch lines for $N+2$, while the high-frequency expansion fails to predict this due to the conservation of the total excitation number. Furthermore, we present analytical and numerical studies of the long-time evolution of population and conclude that the analytical method is credible for the population dynamics. For the asymmetric Rabi model, we find that the external bias field which breaks the parity symmetry of the total excitation number tends to cluster the upper and lower branches into two bundles, and the detuning induced gap in the first temporal Brillouin zone shows a quadratic dependence on the bias. Fourier analysis is applied to extract the frequency composition and two-frequency driving behavior is revealed. Varying the bias strength will change the time-averaged value of the oscillation, which shows how the bias competes with the detuning and atom-field coupling in the driving dynamics. Both models prove that treating the Hamiltonian in the rotating frame by Floquet theory gives an alternative tool in the study of interaction between atom and light.

Heterogeneity of Dyscalculia Risk Dependent on the Type of Number Line Estimation Task and the Number Magnitude.

An ability that is impaired in developmental dyscalculia (DD) is related to number line estimation (NLE). However, due to variability in NLE task performance, group differences do not exemplify the real difficulty level observed in the DD population. Thirty-two of the fifty-two participants posing dyscalculia risk (DR) (mean age = 9.88) experienced difficulties in mathematics. All the children performed two number-to-position tasks and two tasks requiring a verbal estimation of a number indicated on a line, utilizing the ranges 0–100 and 0–1000. The results showed that the estimation error in the verbal task was greater in the DR group than in the typically developed (TD) group for the 0–1000 range. In the number-to-position task, group differences were found for both ranges and the variability within both groups was smaller than it was in the verbal tasks. Analyses of each of the 26 numerical magnitudes revealed a more comprehensive pattern. The majority of the group effects were related to the 0–1000 line. Therefore, considerable data variability, especially in the DD group, suggests this issue must be analyzed carefully in the case of other mathematical capacities. It also critically questions some well-established phenomena and norms in experimental and diagnostic practices.

Spatial skills and number skills in preschool children: The moderating role of spatial anxiety

Spatial ability is a strong and stable predictor of mathematical performance. However, of the three key components of spatial ability, spatial perception and spatial visualization have received less attention than mental rotation in relation to specific mathematical competencies of young children. Even less is known about the role of spatial anxiety in this relationship. This study examined the longitudinal relations of spatial perception and spatial visualization to three number skills (i.e., number line estimation, subitizing, and word problem-solving) among 190 preschool children, and whether these relations varied as a function of spatial anxiety. The results showed that children's spatial perception and spatial visualization skills, measured in the third preschool year (Time 1 [T1]), were positively associated with their word problem-solving six months later (Time 2 [T2]). Children's T1 spatial perception was also positively associated with their T2 subitizing and number line skills. In addition, T1 spatial anxiety moderated the relation between T1 spatial perception and T2 subitizing: the relation between the two was stronger for children with low levels of spatial anxiety than it was for those with moderate or high levels. The findings offer valuable insights into how spatial cognition and affect jointly relate to children's early number skills.

A review of the research in teaching and learning the negative numbers: an “action research” concerning the application of the geometrical model of the number line

The notion of negative numbers is one of the most fundamental in mathematics. For many years, they have caused confusion and they have been an object of controversy among great researchers, until the development of symbolic algebra led to their acceptance in the form they have today. When students are first introduced to the concept of negative numbers and the operations between them, various difficulties occur and misconceptions arise, as expected. Their comprehension is one of the most challenging tasks of teaching mathematics due to their complexity and abstract nature. For this purpose, various models have been devised and employed. In the present study we expose some of the epistemological obstacles commonly observed in understanding negative numbers and then exhibit and compare two different models frequently used for introducing the four basic operations between them.

Opportunities for recognising, assessing, and providing online support among elementary school students with dyscalculia

Mathematics is present throughout our lives. Already in infancy, children become acquainted with quantities and the differentiation of quantities (Starkey & Cooper, 1995; Huntley et al., 2000; Csépe et al., 2007, 2008). According to von Aster and Shalev (2007), the quantitative core system (cardinality) develops in infancy. An infant is capable of subitising, estimating, and comparing the quantities of a small number of items. After learning from their environment in early childhood, children perceive quantities and then understand the strategy needed for counting and are able to count verbally. They use different classifications to determine the quantities. Kindergarten prepares the knowledge needed for the application of the concept of numbers and lays the foundations for the concept of operations. As a continuation of knowledge acquisition of knowledge, in primary school the establishment of a unified and broad foundation takes place with a focus on the development and consolidation of the concept of numbers and operations. Number words representing quantities are associated with digits, therefore school children express them with symbols without the presence of quantities (von Aster & Shalev, 2007; Jármi, 2013, p. 50). This developmental process allows for the learning of written operation performance in the lower grades, while the internal number line (analogous quantity representation) develops in the child, which strengthens spatial thinking. In the initial stage of the lower school grades, active knowledge acquisition dominates, which is the first level of abstraction of mathematical activities. In the grades that follow, the constantly and spirally repeating, expanding nature of knowledge strengthens the fourth level of abstraction, i.e., the independent application of symbols.

From Students to Cofacilitators: Latinx Students’ Experiences in Mathematics and Computer Programming

Background/Context: Computer programming is rarely accessible to K–12 students, especially for those from culturally and linguistically diverse backgrounds. Middle school age is a transitioning time when adolescents are more likely to make long-term decisions regarding their academic choices and interests. Having access to productive and positive knowledge and experiences in computer programming can grant them opportunities to realize their abilities and potential in this field. Purpose/Focus of Study: This study focuses on the exploration of the kind of relationship that bilingual Latinx students developed with themselves and computer programming and mathematics (CPM) practices through their participation in a CPM after-school program, first as students and then as cofacilitators teaching CPM practices to other middle school peers. Setting: An after-school program, Advancing Out-of-School Learning in Mathematics and Engineering (AOLME), was held at two middle schools located in rural and urban areas in the Southwest. It was designed to support an inclusive cultural environment that nurtured students’ opportunities to learn CPM practices through the inclusion of languages (Spanish and English), tasks, and participants congruent to students in the program. Students learned how to represent, design, and program digital images and videos using a sequence of 2D arrays of hexadecimal numbers with Python on a Raspberry Pi computer. The six bilingual cofacilitators attended Levels 1 and 2 as students and were offered the opportunity to participate as cofacilitators in the next implementation of Level 1. Research Design: This longitudinal case study focused on analyzing the experiences and shifts (if any) of students who participated as cofacilitators in AOLME. Their narratives were analyzed collectively, and our analysis describes the experiences of the cofacilitators as a single case study (with embedded units) of what it means to be a bilingual cofacilitator in AOLME. Data included individual exit interviews of the six cofacilitators and their focus groups (30–45 minutes each), an adapted 20-item CPM attitude 5-point Likert scale, and self-report from each of them. Results from attitude scales revealed cofacilitators’ greater initial and posterior connections to CPM practices. The self-reports on CPM included two number lines (0–10) for before and after AOLME for students to self-assess their liking and knowledge of CPM. The numbers were used as interview prompts to converse with students about experiences. The interview data were analyzed qualitatively and coded through a contrast-comparative process regarding students’ description of themselves, their experiences in the program, and their perception of and relationship toward CPM practices. Findings: Findings indicated that students had continued/increased motivation and confidence in CPM as they engaged in a journey as cofacilitators, described through two thematic categories: (a) shifting views by personally connecting to CPM, and (b) affirming CPM practices through teaching. The shift in connecting to CPM practices evolved as students argued that they found a new way of learning mathematics, in that they used mathematics as a tool to create videos and images that they programmed by using Python while making sense of the process bilingually (Spanish and English). This mathematics was viewed by students as high level, which in turned helped students gain self-confidence in CPM practices. Additionally, students affirmed their knowledge and confidence in CPM practices by teaching them to others, a process in which they had to mediate beyond the understanding of CPM practices. They came up with new ways of explaining CPM practices bilingually to their peers. In this new role, cofacilitators considered the topic and language, and promoted a communal support among the peers they worked with. Conclusions/Recommendations: Bilingual middle school students can not only program, but also teach bilingually and embrace new roles with nurturing support. Schools can promote new student roles, which can yield new goals and identities. There is a great need to redesign the school mathematics curriculum as a discipline that teenagers can use and connect with by creating and finding things they care about. In this way, school mathematics can support a closer “fit” with students’ identification with the world of mathematics. Cofacilitators learned more about CPM practices by teaching them, extending beyond what was given to them, and constructing new goals that were in line with a sophisticated knowledge and shifts in the practice. Assigned responsibility in a new role can strengthen students’ self-image, agency, and ways of relating to mathematics.

The Solar Oscillation Equation and Some of its Particular Solutions

Background: The phenomenon that sun oscillates in characteristic eigen frequencies witnessed on the solar surface has fascinated many solar physicists to go for exact measurements of the internal properties of our nearest star that we are most familiar with. The present work bears the objective to understand the dynamic and nonlinear profile of solar oscillation on the basis of some particular solutions of the fundamental equation of solar oscillation. After the detection of global solar oscillation during 1970’s different physical aspects of solar oscillation started to draw the attention of several astrophysicists both from the perspectives of theoretical investigation as well as observational evidences. Methods: The functional forms of the wave representation term appeared in the wave-equation of our present system has been qualitatively studied by performing linear stability analysis, where the ‘Jacobian’ provides the basis of understanding of the nature of equilibrium points. Analytical means or approaches have been employed to determine the solutions of the said wave equation without using any kind of computational method or simulation at different regions of the number line. Findings: The corresponding equilibrium points of the wave-equations followed from the solar oscillation equation at various chosen functional forms of the complicated wave representation term have been nicely calculated. Sincere analytical attempts have also been taken for the first time to derive the solutions of the solar oscillation equation segmented into several mathematically chosen scenarios by us. Novelty: The analytic solutions of the solar oscillation equation obtained for different particular functional structures explain the existence of nonlinear acoustic modes of frequency in the observed solar oscillations of long period. This result will surely motivate any further quest of chaotic oscillations in both radial and non-radial modes. Keywords: Solar oscillation; Equilibrium point; Jacobian; Bessel function; Eigenvalues

Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers

In this paper, we present parts of an online qualitative research project which lasted a whole semester about the understanding of real numbers by sixty first-year Greek mathematics undergraduate students during the COVID-19 pandemic. We focus on the distinction between rational and irrational numbers and their location on the number line using straightedge and compass. The results, came of questionnaires, focused interviews and tasks, disclosed some gaps regarding real numbers that the students had from school and revealed confusion between irrational numbers and their decimal approximation. The results also led us to group students’ conceptions of rational and irrational numbers into five categories related to the number and pattern of decimal digits. Teaching practices and perspectives as well as the, negative, impact of the pandemic on teaching and learning mathematics are discussed.

Fine motor skills and finger gnosia contribute to preschool children's numerical competencies

Facets of fine motor skills (FMS) and finger gnosia have been reported to predict young children's numerical competencies, possibly by affecting early finger counting experiences. Furthermore, neuronal connections between areas involved in finger motor movement, finger gnosia, and numerical processing have been posited. In this study, FMS and finger gnosia were investigated as predictors for preschool children's performance in numerical tasks. Preschool children (N = 153) completed FMS tasks measuring finger agility and finger dexterity as well as a non-motor finger gnosia task. Furthermore, children completed numerical tasks that involved finger use (i.e., finger counting and finger montring), and tasks that did not (i.e., picture-aided calculation and number line estimation). To control for possible confounding influences of domain general skills, we included measures of reasoning and spatial working memory. We found associations between FMS and both finger counting and calculation, but not finger montring. In contrast, finger gnosia was only associated with finger montring, but not finger counting and calculation. Surprisingly, there were no associations between FMS or finger gnosia with number line estimation. Findings highlight that the relationship between finger gnosia, FMS, and numerical skills is specific to task requirements. Possible implications are discussed.