A Teacher-Implemented Intervention Program to Promote Finger Use in Numerical Tasks

Autor/inn/en	Ollivier, Fanny; Noël, Yvonnick; Legrand, Aline; Bonneton-Botté, Nathalie
Titel	A Teacher-Implemented Intervention Program to Promote Finger Use in Numerical Tasks
Quelle	In: European Journal of Psychology of Education, 35 (2020) 3, S.589-606 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonneton-Botté, Nathalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-019-00441-9
Schlagwörter	Intervention; Program Implementation; Mathematics Instruction; Teaching Methods; Human Body; Arithmetic; Kindergarten; Early Childhood Teachers; Preschool Children; Psychomotor Skills; Pretests Posttests; Problem Solving; Foreign Countries; France + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Menschlicher Körper; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychomotorische Aktivität; Problemlösen; Ausland; Frankreich
Abstract	What constitutes effective teaching of arithmetical skills in early school years is still uncertain. Finger use could play a crucial role in this acquisition, but some children do not use them spontaneously and studies would be necessary to know if it is possible to teach them. This research assesses the impact of a teacher-implemented intervention program to teach 5-year- to 6-year-old children to use their fingers in numerical tasks. Participants were 36 kindergarten pupils (16 girls, 20 boys; mean age 5 years, 5 months) from two classrooms. The research compares a program in which motor training and explicit teaching of finger use are promoted to represent numbers and to act on them, with a "business as usual" contrast group. Children were tested before and after the intervention with problem-solving. After the experimental training program, finger counting appears to be a good strategy because its frequency is positively linked to the scores in the problem-solving tasks. We showed a greater improvement in problem-solving following the finger use intervention, compared to the contrast group. Our results support the explicit teaching of finger use to build numerical representation and enhance the calculation skills of kindergarten students (age 5) in French schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01