Structuring versus counting: critical ways of using fingers in subtraction

This study investigates how children count on their fingers to solve arithmetic tasks. The purpose is to discuss different ways of using one’s fingers, where some of the ways seem better suited to reaching the correct answer. 

The researchers identified three different ways in which fingers could be used to solve the arithmetic tasks. The analysis suggests that the finger strategies of children are more complex than was previously thought. Empirical findings from the study point to specific effects of different ways of using one’s fingers, especially when it comes to keeping track of counting or presenting a structured awareness of numbers.

The study is based on 126 observations of 4 to 5-year-olds who solve a simple subtraction task.

Björklund, C., Kullberg, A. & Kempe, U. R. (2019). "Structuring versus counting: critical ways of using fingers in subtraction". ZDM - Mathematics Education, 51(1):13-24.