Marie Krenger
Biographic Data
| ID | 5016587 |
|---|---|
| NAME | Marie Krenger |
| GIVEN NAMES | Marie |
| FAMILY NAME | Krenger |
| SIGNATURE | KRENGER M |
| AFFILIATIONS | University of Lausanne |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The role of children’s finger counting history on their addition skills
It has been established that whereas young children who use their fingers to solve arithmetic problems outperform those who do not, this trend reverses in older children around the age of 7. One possible interpretation is that finger counting is helpful for solving simple problems but becomes inadequate as problem complexity increases, leaving finger users reliant on strategies that are no longer efficient. Another possibility is that nonfinger u…
Finger counting training enhances addition performance in kindergarteners
Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, ηp2 = .15). This result was replicated on a much smaller scale (37 five…
French preschool and primary teachers' attitude towards finger counting
Teachers' beliefs and attitudes are known to guide the type of activities they implement in their classrooms. A traditional conception that finger counting is merely a back-up when children fail to use more sophisticated and efficient strategies could therefore prevent teachers from encouraging children's use of fingers in arithmetic tasks. However, the potential benefit of finger counting for young learners has been recently documented and setti…
The Evolution of Finger Counting between Kindergarten and Grade 2
In this longitudinal study, we aimed at determining whether children who efficiently use finger counting are more likely to develop internalized arithmetic strategies than children who are less efficient. More precisely, we analyzed the behavior of 24 kindergarteners aged between 5 and 6 years who used their fingers to solve addition problems, and we were interested in determining the evolution of their finger counting strategies towards mental s…
Finger counting training enhances addition performance in kindergarteners
Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, ηp2 = .15). This result was replicated on a much smaller scale (37 five…
The Evolution of Finger Counting between Kindergarten and Grade 2
In this longitudinal study, we aimed at determining whether children who efficiently use finger counting are more likely to develop internalized arithmetic strategies than children who are less efficient. More precisely, we analyzed the behavior of 24 kindergarteners aged between 5 and 6 years who used their fingers to solve addition problems, and we were interested in determining the evolution of their finger counting strategies towards mental s…
French preschool and primary teachers' attitude towards finger counting
Teachers' beliefs and attitudes are known to guide the type of activities they implement in their classrooms. A traditional conception that finger counting is merely a back-up when children fail to use more sophisticated and efficient strategies could therefore prevent teachers from encouraging children's use of fingers in arithmetic tasks. However, the potential benefit of finger counting for young learners has been recently documented and setti…
Finger counting training enhances addition performance in kindergarteners
Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, ηp2 = .15). This result was replicated on a much smaller scale (37 five…
The role of children’s finger counting history on their addition skills
It has been established that whereas young children who use their fingers to solve arithmetic problems outperform those who do not, this trend reverses in older children around the age of 7. One possible interpretation is that finger counting is helpful for solving simple problems but becomes inadequate as problem complexity increases, leaving finger users reliant on strategies that are no longer efficient. Another possibility is that nonfinger u…
Cognitive and developmental aspects of mathematical skills (4 works) · Mathematics Education and Teaching Techniques (4 works) · Child and Animal Learning Development (3 works) · Developmental psychology (3 works) · Psychology (3 works) · Mathematics education (2 works) · Arithmetic (1 work) · Aside (1 work) · Audiology (1 work) · Categorization (1 work)