Considering digits in a current model of numerical development

Abstract

Numerical cognition has long been considered the perfect example of abstract information processing. Nevertheless, there is accumulating evidence in recent years suggesting that the representation of number magnitude may not be entirely abstract but may present a specific case of embodied cognition rooted in the sensory and bodily experiences of early finger counting and calculating. However, so far none of the existing models of numerical development considers the influence of finger-based representations. Therefore, we make first suggestions on (i) how finger-based representations may be integrated into a current model of numerical development; and (ii) how they might corroborate the acquisition of basic numerical competencies at different development levels.

Keywords: embodied cognition; finger counting; finger-based representation; mathematical cognition; numerical development.

Figure 1

Schematic illustration in what way finger-based representations may be integrated into the model of early mathematical development by Krajewski and Schneider (2009). On level I the acquisition of the number word sequence and basic counting principles can be supported by finger-based representations as each finger may be associated with a specific number word. On level II the development of quantity-number associations and of spatial-numerical representations can be corroborated because each finger pattern reflects the cardinality of the counted set. Finally, on level III the acquisition of initial calculation abilities such as number composition, decomposition, and comparison can be fostered by finger-based representations as fingers allow for grouping, regrouping, and comparing.