Finger use and arithmetic skills in children and adolescents: A scoping review

Neveu, Maëlle; Geurten, Marie; Durieux, Nancy; Rousselle, Laurence

doi:10.1007/s10648-023-09722-8

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Finger use and arithmetic skills in children and adolescents: A scoping review

Neveu, Maëlle; Geurten, Marie; Durieux, Nancy et al.

2023 • In Educational Psychology Review, 35 (2)

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https://hdl.handle.net/2268/294574

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10.1007/s10648-023-09722-8

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Keywords :

Finger use, arithmetic, mathematical education, cognitive development and neuroscience, scoping review.

Abstract :

[en] Although the role played by finger use in children’s numerical development has been widely investigated, their benefit in arithmetical contexts is still debated today. This scoping review aimed to systematically identify and summarize all studies that have investigated the relation between fingers and arithmetic skills in children. An extensive search on Ovid PsycINFO and Ovid Eric was performed. The reference lists of included articles were also searched for relevant articles. Two reviewers engaged in study selection and data extraction independently, based on the eligibility criteria. Discrepancies were resolved through discussion. Of the 4,707 identified studies, 68 met the inclusion criteria and 7 additional papers were added from the reference lists of included studies. A total of 75 studies were included in this review. They came from two main research areas and were conducted with different aims and methods. Studies published in the mathematical education field (n=29) aimed to determine what finger strategies are used during development and how they support computation skills. Studies published in cognitive psychology and neuroscience (n=45) specified the cognitive processes and neurobiological mechanisms underlying the fingers/arithmetic relation. Only one study combined issues raised in both research areas. More studies are needed to determine which finger strategy is the most effective, how finger sensorimotor skills mediate the finger strategies/arithmetic relation and how they should be integrated into educational practice.

Disciplines :

Theoretical & cognitive psychology

Author, co-author :

Neveu, Maëlle ; Université de Liège - ULiège > Département de Psychologie > Psychologie du développement cognitif normal et atypique ; Université de Liège - ULiège > Unités de recherche interfacultaires > Research Unit for a life-Course perspective on Health and Education (RUCHE) ; F.R.S.-FNRS - Fonds de la Recherche Scientifique [BE]

Geurten, Marie ; Université de Liège - ULiège > Département de Psychologie > Neuropsychologie ; Université de Liège - ULiège > Psychologie et Neuroscience Cognitives (PsyNCog) ; F.R.S.-FNRS - Fonds de la Recherche Scientifique [BE]

Durieux, Nancy ; Université de Liège - ULiège > Unités de recherche interfacultaires > Research Unit for a life-Course perspective on Health and Education (RUCHE)

Rousselle, Laurence ; Université de Liège - ULiège > Département de Psychologie > Psychologie du développement cognitif normal et atypique ; Université de Liège - ULiège > Unités de recherche interfacultaires > Research Unit for a life-Course perspective on Health and Education (RUCHE)

Language :

English

Title :

Finger use and arithmetic skills in children and adolescents: A scoping review

Publication date :

2023

Journal title :

Educational Psychology Review

ISSN :

1040-726X

eISSN :

1573-336X

Publisher :

Kluwer Academic Publishers, Netherlands

Volume :

Issue :

Peer reviewed :

Peer Reviewed verified by ORBi

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since 13 September 2022

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