Finger Representation 1

n the previous chapter we saw the various ways in which numbers from 1 to 9 can be represented and learnt through matching activities. In this chapter we will see representation of these numbers on our fingers.

Banning Use of Fingers in Math Class is Wrong

Finger representation is being dealt with separately since there are many misunderstandings in schools & among teachers regarding the use of fingers for understanding and doing mathematics. Many schools proudly proclaim that the use of fingers is "prohibited" in their classrooms.

This misconception arises due to a perspective that since mathematics is an abstract subject, it should only be done "mentally" in the head. Hence memorization is also encouraged. There is very little understanding of the developmental stage of the primary school student and the way the brain forms & stores abstract ideas.

Math educator Cathy Fosnott said- Mental math is not doing math "in the mind". It is doing math "with the mind".

"Mental math" is to be done "using the head" which means using the powers of the mind, including visualisation, number sense etc.

Fingers are Available 24X7

Fingers are calculators available with us 24X7 and 365 days. There is never going to be an occasion when we would not have access to our fingers. We will see in the next chapter that fingers aid in Visual understanding of math concepts.

We get our lessons in perceptual numbers mostly through our fingers.

Some Finger Representation Activities

We give below some suggestions for representing numbers up to 9 with fingers.

1. Numbers less than 5

   1. With one hand - Children are normally asked to show a number with fingers in only one hand. It is only for numbers greater than 5 that they are asked to use both hands.

   2. With both hands - However, children should also be asked to represent numbers less than 5 also using fingers from both hands. They should be able to show 4 in combinations of 1 & 3, 2 & 2 and 3 & 1 fingers. This has many advantages.

      1. One is that automatically some addition facts are being observed & internalised by them as patterns viz 4 = 3+1 = 2 +2 = 1+3 etc

      2. Second is that it avoids a misconception, created inadvertently by some teachers that One & Two make Twelve.

      3. Children should also be encouraged to use fingers which may not be next to each other. Such representations emphasize the fact that they are only "representations" which can be interpreted as per "rules" made by us.

2. Numbers greater than 5 (up to 9)

   1. Children can represent numbers up to 9 with fingers of both hands.

   2. They should also be encouraged to represent the numbers with various combinations of fingers. For example, 7 can be represented as 2 (LH) & 5(RH) or 3 (LH) & 4(RH) & so on.

   3. These would again reinforce simple addition facts.

Finger representations should be practiced in various ways such that the numbers represented can be "seen" perceptually as designs rather than by "counting"