Finger counting training enhances addition performance in kindergarteners.

The interaction between the two factors, Group × Testing point, was marginally significant, F (1, 82) = 3.66, η p 2 = .04, p = .059, showing that the increase in finger use between pre‐ and post‐test tended to be higher for the experimental group (from 60.0% at pre‐test to 81.1% at immediate post‐test, +21.1%) than for the active control group (from 44.1% at pre‐test to 47.2% at immediate post‐test, +3.1%).

also in 26,082 other papers