The effects of finger counting on numerical performance among young children

Abstract

Finger counting is a natural scaffold for children starting to learn number concepts and arithmetics. The current study aimed to explore the role of finger counting among young Chinese children in relation to grade and working memory using an experimental framework. Ninety-six kindergarteners and second graders completed addition tasks under an adapted version of the choice/ no-choice conditions. In Study 1, children were given total freedom in their selection of strategies. Across both grades, weaker working memory group adopted finger counting more frequently than their peers. Study 2 compared performance under finger-use-instructed versus fingeruse-prohibited condition. Children with weaker memory performed significantly better when they were asked to count on fingers. The findings suggest that finger counting is a useful back-up strategy that benefits children of limited working memory. Implications of the results on early mathematic education are discussed.