Mapping skills between symbols and quantities in preschoolers: The role of finger patterns

Abstract

AbstractMapping skills between different codes to represent numerical information, such as number symbols (i.e., verbal number words and written digits) and non‐symbolic quantities, are important in the development of the concept of number. The aim of the current study is to investigate children's mapping skills by incorporating another numerical code that emerges at early stages in development, finger patterns. Specifically, the study investigates (i) the order in which mapping skills develop and the association with young children's understanding of cardinality; and (ii) whether finger patterns are processed similarly to symbolic codes or rather as non‐symbolic quantities. Preschool children (3‐year‐olds, N = 113, Mage = 40.8 months, SDage = 3.6 months; 4‐year‐olds, N = 103, Mage = 52.9 months, SDage = 3.4 months) both cardinality knowers and subset‐knowers, were presented with twelve tasks that assessed the mappings between number words, Arabic digits, finger patterns, and quantities. The results showed that children's ability to map symbolic numbers precedes the understanding that such symbols reflect quantities, and that children recognize finger patterns above their cardinality knowledge, suggesting that finger patterns are symbolic in essence.Research Highlights Children are more accurate in mapping between finger patterns and symbols (number words and Arabic digits) than in mapping finger patterns and quantities, indicating that fingers are processed holistically as symbolic codes. Children can map finger patterns to symbols above their corresponding cardinality level even in subset‐knowers. Finger patterns may play a role in the process by which children learn to map symbols to quantities. Fingers patterns’ use in the classroom context may be an adequate instructional and diagnostic tool.