Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques - Institut Brestois des Sciences de l’Homme et de la Société Accéder directement au contenu
Article Dans Une Revue Canadian Journal of School Psychology Année : 2022

Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques

Résumé

Numerous studies have shown a significant positive relationship between the mental representation of hands in young children and their calculation performance. The literature indicates that certain components of manual motor skills may be critical to the quality of this relationship. The main objective of this study is to measure the benefit of an explicit training and teaching device for finger use in mathematics by measuring the initial motor imitation abilities of young children. A protocol of pretest, training, and post-test type was proposed to 101 children with an average age of 5 years and 3 months. Measurements focused on manual motor skills and arithmetical skills. The 12-week classroom-based device was designed to develop manual motor skills and explicitly teach finger use in mathematics. The results indicate that significant progress was made in arithmetic for the students who benefited from the training. Interestingly this progress is modulated by the children’s initial motor imitation skills. This contribution opens up new research and application perspectives on the relationships between mental motor imagery, fine motor skills, and arithmetic ability.
Evaluation des bénéfices d'un dispositif d'entraînement à l'usage des doigts en mathématiques
Fichier principal
Vignette du fichier
CANJour_HAL.pdf (528.15 Ko) Télécharger le fichier
Origine : Fichiers produits par l'(les) auteur(s)
licence : CC BY - Paternité

Dates et versions

hal-03681334 , version 1 (26-02-2024)

Identifiants

Citer

Nathalie Bonneton-Botté, Fanny Ollivier, Hélène Hili, Florence Bara. Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques. Canadian Journal of School Psychology, 2022, pp.082957352210819. ⟨10.1177/08295735221081960⟩. ⟨hal-03681334⟩
45 Consultations
1 Téléchargements

Altmetric

Partager

Gmail Facebook X LinkedIn More