The researchers found that when 8-to-13-year-olds were given complex subtraction problems, the somatosensory finger area lit up, even though the students did not use their fingers. This finger-representation area was, according to their study, also engaged to a greater extent with more complex problems that involved higher numbers and more manipulation. Other researchers have found that the better students’ knowledge of their fingers was in the first grade, the higher they scored on number comparison and estimation in the second grade. Even university students’ finger perception predicted their calculation scores… Evidence from both behavioral and neuroscience studies shows that when people receive training on ways to perceive and represent their own fingers, they get better at doing so, which leads to higher mathematics achievement. The tasks we have developed for use in […]
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