Swiss Study Finds Finger Counting Essential for Early Math Success
November 23, 2025592 ViewsRead Time: 2 minutes
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A recent study from Switzerland indicates that children's use of finger counting in early education is crucial for their long-term mathematical development, rather than a sign of weakness.
Researchers Catherine Tifnout and Marie Kreinger from the University of Lausanne monitored the mathematical growth of approximately 200 children aged four and a half to seven and a half years, without instructing them on whether to use finger counting. The children were observed periodically while solving addition problems.
The findings, published in the journal Developmental Psychology, revealed that those who utilized finger counting early were more successful in transitioning to mental arithmetic and achieved higher scores on tests. Conversely, children who did not use their fingers tended to perform the weakest.
Tifnout emphasized in comments to a German news agency that parents and educators should refrain from discouraging or shaming children for using their fingers, stating: "Children should take pride in counting on their fingers, as it is a valuable educational tool."
The researchers noted that children who ceased using their fingers after age seven had established a solid foundation in arithmetic through tactile methods, which facilitated their later shift to mental calculations. In contrast, those who either never used their fingers or continued to do so past age eight did not experience similar development.
While ongoing reliance on finger counting after age eight may suggest challenges, Tifnout asserted that reprimanding is not the answer, as fingers can remain a helpful resource for children to catch up with peers.
This study reinforces the effectiveness of simple learning methods, suggesting that the journey to mathematical proficiency may indeed begin with the fingertips.
Researchers Catherine Tifnout and Marie Kreinger from the University of Lausanne monitored the mathematical growth of approximately 200 children aged four and a half to seven and a half years, without instructing them on whether to use finger counting. The children were observed periodically while solving addition problems.
The findings, published in the journal Developmental Psychology, revealed that those who utilized finger counting early were more successful in transitioning to mental arithmetic and achieved higher scores on tests. Conversely, children who did not use their fingers tended to perform the weakest.
Tifnout emphasized in comments to a German news agency that parents and educators should refrain from discouraging or shaming children for using their fingers, stating: "Children should take pride in counting on their fingers, as it is a valuable educational tool."
The researchers noted that children who ceased using their fingers after age seven had established a solid foundation in arithmetic through tactile methods, which facilitated their later shift to mental calculations. In contrast, those who either never used their fingers or continued to do so past age eight did not experience similar development.
While ongoing reliance on finger counting after age eight may suggest challenges, Tifnout asserted that reprimanding is not the answer, as fingers can remain a helpful resource for children to catch up with peers.
This study reinforces the effectiveness of simple learning methods, suggesting that the journey to mathematical proficiency may indeed begin with the fingertips.
