The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood

Frontiers in Psychology

article

Ursula Fischer¹  Sebastian P. Suggate³  Heidrun Stoeger³ 

[1] Department of Sport Science, University of Konstanz;Thurgau University of Teacher Education;Department of Educational Science, University of Regensburg

关键词: fine motor skills;    dexterity;    graphomotor skills;    finger counting;    numerical skills;    embodied numerosity;    early mathematics;   

DOI  :  10.3389/fpsyg.2020.01143

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

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.

【 授权许可】

CC BY