The article, by Professor Tim Jay of Sheffield Hallam University and independent researcher Dr Julie Betenson, confirms what parents have long felt instinctively — that the sorts of finger games children often play at home are central to their education.<\/p>\n
The researchers worked with 137 primary pupils aged between six and seven. All the children were given different combinations of counting and number games to play — but only some were given exercises which involved finger-training.<\/p>\n
Some pupils played games involving number symbols, such as dominoes, shut-the-box, or snakes and ladders.<\/p>\n
Other pupils were asked to play finger games: such being asked to hold up a given number of fingers, or numbering fingers from 1 — 5 and then having to match one of them by touching it against the corresponding finger on the other hand, or tracing coloured lines using a particular finger.<\/p>\n
Both these groups did a little better in maths tests than a third group of pupils who had simply had ‘business as usual’ with their teachers. But the group which did both the counting and the finger games fared significantly better.<\/p>\n
“This study provides evidence that fingers provide children with a ‘bridge’ between different representations of numbers, which can be verbal, written or symbolic. Combined finger training and number games could be a useful tool for teachers to support children’s understanding of numbers,” Professor Jay said.<\/p>\n
Article source: https:\/\/www.sciencedaily.com\/releases\/2017\/06\/170623100416.htm<\/p>","protected":false},"excerpt":{"rendered":"
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