Teachers’ Perceived Influence of Finger-Counting Manipulative as Basis for a Solid Foundation in Mathematics

Abstract

This paper sought to determine preschool, primary, and secondary school mathematics teachers’ and special educators’ views of finger-counting as the basis for a solid foundation in learning mathematics. One hundred participants were selected using purposive sampling. One research question and three hypotheses were raised to guide the study. The instrument used was adapted from Mutlu and titled the finger-counting questionnaire. It had a reliability index of 0.78. The descriptive survey design was employed. Data collected were analyzed using percentages, means, t-tests, and ANOVA statistics. The results showed that teachers perceived the influence of finger-counting to include the following: facilitating learning by touching, turning abstract into concrete thereby resulting in meaningful learning, making counting practical and accessible, facilitating retention and internalization, increasing numerical, arithmetic, and problem-solving skills, and improving attitudes toward mathematics. Findings also revealed that no differences exist among teachers on the perceived impact of finger-counting as the basis for a solid foundation in learning mathematics based on their gender and category. In conclusion, finger counting should be seen as an indispensable tool in teaching and learning mathematics. The researchers recommended that because people abandon finger-counting strategies once they develop cognitive and affective skills, finger-counting should be seen as a transition process rather than an obstacle to the development of mental arithmetic skills.