Using Fingers is a Key to Early Success in Mathematics: Swiss Study Reveals the Link
November 23, 20251695 ViewsRead Time: 2 Minutes
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A new Swiss study has shown that children's reliance on their fingers for counting during the early years of education is not an indicator of weakness, but rather essential in enhancing their long-term mathematical abilities.
Researchers Catherine Tifnout and Marie Kreinger from the University of Lausanne tracked the mathematical development of about 200 children aged between four and a half and seven and a half years, without directing them to use or not use finger counting. The children were periodically observed while solving addition problems.
The results, published in the journal Developmental Psychology, concluded that children who resorted to counting with their fingers early on were the most capable later on of transitioning to mental arithmetic and achieving better results in tests. In contrast, children who never used their fingers performed the weakest.
Tifnout stated in remarks to the German news agency that parents and teachers should stop punishing or embarrassing children when they use their fingers, emphasizing: "Children should feel proud when counting on their fingers, as it is an important educational tool."
The researchers explain the superiority of children who stop using their fingers after the age of seven by stating that they built a solid foundation for arithmetic through their hands early on, and then developed their skills to rely on mental calculations later. Meanwhile, those who never used their fingers or continued to rely on them after the age of eight do not achieve this development.
Although continued reliance on manual counting after the age of eight may indicate difficulties, Tifnout affirms that reprimanding is not the solution, as fingers remain a supportive tool that may help the child catch up with their peers later on.
The study reinstates one of the simplest and most effective learning methods, confirming that the path to excellence in mathematics may begin... from the fingertips.
Researchers Catherine Tifnout and Marie Kreinger from the University of Lausanne tracked the mathematical development of about 200 children aged between four and a half and seven and a half years, without directing them to use or not use finger counting. The children were periodically observed while solving addition problems.
The results, published in the journal Developmental Psychology, concluded that children who resorted to counting with their fingers early on were the most capable later on of transitioning to mental arithmetic and achieving better results in tests. In contrast, children who never used their fingers performed the weakest.
Tifnout stated in remarks to the German news agency that parents and teachers should stop punishing or embarrassing children when they use their fingers, emphasizing: "Children should feel proud when counting on their fingers, as it is an important educational tool."
The researchers explain the superiority of children who stop using their fingers after the age of seven by stating that they built a solid foundation for arithmetic through their hands early on, and then developed their skills to rely on mental calculations later. Meanwhile, those who never used their fingers or continued to rely on them after the age of eight do not achieve this development.
Although continued reliance on manual counting after the age of eight may indicate difficulties, Tifnout affirms that reprimanding is not the solution, as fingers remain a supportive tool that may help the child catch up with their peers later on.
The study reinstates one of the simplest and most effective learning methods, confirming that the path to excellence in mathematics may begin... from the fingertips.
