COUNTING FINGERS NUMBERLINES

COUNTING FINGERS NUMBERLINES
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COUNTING FINGERS NUMBERLINES
COUNTING FINGERS NUMBERLINESplay
COUNTING FINGERS NUMBERLINES
COUNTING FINGERS NUMBERLINES
COUNTING FINGERS NUMBERLINES
COUNTING FINGERS NUMBERLINES
COUNTING FINGERS NUMBERLINES
COUNTING FINGERS NUMBERLINES
COUNTING FINGERS NUMBERLINES
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2 MB|28 pages
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NUMBERS 0-20 ON 1/2 SHEETS
0-10 ON FULL SHEETS
SMALLER NUMBERLINES AND CHARTS INCLUDED

I THOUGHT YSING YOUR FINGERS WAS BAD? NOT REALLY, IT IS ACTUALLY A GOOD THING. CHECK OUT THE ARTICLE BELOW.

In a study published last year, the researchers Ilaria Berteletti and James R. Booth analyzed a specific region of our brain that is dedicated to the perception and representation of fingers known as the somatosensory finger area. Remarkably, brain researchers know that we “see” a representation of our fingers in our brains, even when we do not use fingers in a calculation. 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. (Researchers assess whether children have a good awareness of their fingers by touching the finger of a student—without the student seeing which finger is touched—and asking them to identify which finger it is.)

sEE THE ARTICLE HERE
https://www.theatlantic.com/education/archive/2016/04/why-kids-should-use-their-fingers-in-math-class/478053/
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28 pages
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