The role of finger gnosis in the development of early number skills

The role of fingers in the development of early number skills has often been the focus of discussion in mathematics education, psychology and neuroscience. This study describes the findings of a longitudinal exploration of the mathematical development of children with Apert syndrome. Children with Apert syndrome are born with their fingers fused and even after surgery to separate them, do not often use their fingers spontaneously in activities involving number. Through observations over a 2 year period, the role of fingers in supporting learning and activities in numerical aspects of mathematics was seen to be complex and requiring good finger awareness and finger mobility. The findings suggest a possible explanation for the observation that some children who are low-attaining in mathematics are over-dependent on finger-use.