Most children almost intuitively use their fingers as trusty math tools for counting.
After all, what better way to understand numbers than with the ten digits at the ends of our hands?
But here’s the big question: As kids’ math skills develop, should finger counting stay in their toolbox, or is it a habit to leave behind—much like riding a bike without training wheels?
To guide your decision on finger counting: We've compiled definitions, benefits, and drawbacks to help you understand the best approach.
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Finger counting, or counting with fingers, is a method we use to teach children the basic math principles such as addition and subtraction.
This one-by-one counting method is an effective way for young children to visualize numbers and math operations, making it easier to grasp abstract mathematical ideas.
Research shows that finger counting isn't just a childish habit; it can have lasting benefits for students' mathematical development.
Neuroscientists and educators agree that children who learn to use their fingers as a mathematical tool in the early years will experience more success in math than those who don’t. Children with strong finger-counting skills often perform better in arithmetic (Namkung et al., 2011). Interestingly, studies (Dehaene et al., 2003) also suggest a link between well-developed "finger sense," or finger gnosis, and enhanced math abilities.
Beyond counting, using fingers can deepen students' understanding of numbers. By physically representing quantities with their fingers, students can internalize concepts like addition and subtraction.
For example, counting 5 fingers on one hand and adding 2 more on the other helps them grasp that 7 is the sum of these smaller units.
Counting with fingers helps children visualize abstract mathematical concepts
These findings support the idea that developing finger-based math strategies can be a valuable tool in a child's mathematical journey.
However, it's important to distinguish between simple finger counting and advanced methods.
While simple finger counting is a normal tool for young children, there are also complex finger calculation methods like "abacus finger calculations" or "chisanbop" that you can find on YouTube. These require specialized training and differ significantly from the basic counting discussed here.
This distinction highlights the contrast between simple finger counting and advanced methods that can leverage fingers to perform more sophisticated arithmetic.
Additional resources:
A great resource to learn more about what higher education professors are saying about finger counting is a great article in The Atlantic in April 2016 by Jo Boaler, professor of mathematics education at Stanford Graduate School of Education and author of What’s Math Got To Do With It? (2009) and The Elephant in the Classroom (2010).
Finger counting is a common practice for young learners, mostly kindergarteners, preschoolers, and even first-graders, offering a tangible way to understand numbers. However, it’s a tool that, like many others, can be both helpful and potentially limiting.
Educators and mathematicians have long discussed the pros and cons of finger counting. Some believe it can hinder a child's progress, while others see its benefits.
Educators and mathematicians have long debated the potential downsides of finger counting. However, recent research (Libertus, Knudsen, & Litwiller, 2024) suggests that the benefits might outweigh the drawbacks.
Some educators have long debated the potential drawbacks of excessive finger counting. Among the commonly discussed disadvantages are:
A balanced approach to finger counting can be a valuable starting point, it's essential to gradually introduce mental math strategies. By striking a balance, educators can help children develop a strong foundation in mathematics.
Additional resources:
- Libertus, A. M., Knudsen, E., & Litwiller, S. C. (2024). The development of finger gnosis and its relation to arithmetic skill. Child Development, 95(2), 489-507. https://www.sciencedirect.com/science/article/pii/S0022096524000742
Finger counting is an excellent tool for understanding quantities under 10. It's a natural way to think in single units and can be used for counting both forward and backward.
However, as children progress in their mathematical journey, they'll encounter more complex calculations that are beyond the capabilities of finger counting. For example, trying to multiply 1,652 by 21 using fingers as individual units is simply impractical.
Like any tool, finger counting should be used when it's helpful. As children's math skills develop, they may naturally outgrow the need for finger counting. In some cases, they may adopt new strategies or mental math techniques.
However, it's also possible for finger counting to remain a useful tool for certain situations, even as they progress to more advanced calculations.
The key is to strike a balance between encouraging children to explore new strategies while recognizing the value of finger counting as a foundational tool.
Think about how a child learns to eat. At first, they use their hands clumsily, shoving food into their mouths. Over time, they learn to use spoons, forks, and knives more skillfully. Eventually, they know which tool to use for each task.
Similarly, finger counting may be a natural starting point for children as they develop their number sense. However, just like a child doesn't continue to eat with their hands as they grow older, finger counting shouldn't be relied on indefinitely.
The goal is to help children develop a strong foundation in math while equipping them with the tools they need for future success.
Skilled mental mathematicians rarely rely on one-by-one calculations, as these can be error-prone and time-consuming. Think of it like reading: sounding out each letter individually is slower and less accurate than recognizing the word as a whole.
By recognizing common numerical relationships and using logical thinking, children can improve both their accuracy and efficiency in math.
If a third grader is still using finger counting, it's worth investigating why. One quick way to assess their understanding is to ask them to solve 100 - 14. Observe their strategy and ask them to explain their thinking.
If they start counting backward from 100, they may have limited number sense and numerical fluency. They might be stuck in a one-by-one mindset, which can hinder their progress in math. Consider reaching out to a math tutor or educational specialist to help them develop stronger foundational skills.
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A child who is transitioning from one-by-one counting might approach 100 - 14 by subtracting 10 to get 90 and then counting back 4 using their fingers. While this shows progress in thinking in larger chunks, they may still rely on their fingers as a safety net. Think of it like a toddler who can use a spoon but might revert to their hands when frustrated.
Children in this stage should be gently encouraged to explore more efficient strategies. Supplemental math support can help them improve their speed, accuracy, and confidence.
A child who can quickly calculate 100 - 14 by mentally subtracting 15 and then adding 1 is demonstrating a high level of number sense. The use of a single finger might be a leftover habit, but it's not a cause for concern.
It's similar to an older child who consistently uses silverware but might revert to using their hands when they think no one is watching. While it's a habit they could potentially break, it's not hindering their mathematical development.
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We create assessment-based personalized learning plans to address each student’s specific learning gaps and needs. Working closely with their tutor in an engaging and supportive group environment, our students develop the skills and confidence they need to excel on their math journey.
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Ready to unlock your child's math potential? Visit Mathnasium of Littleton today to schedule a free assessment and enroll your child in our program!
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