Does shaking the fingers and solving mathematical operations make sense? Oh! It’s so childish. This is what I was told by my teachers when I was a student.
In a study published last year, the researchers Ilaria Berteletti and James R. Booth analyzed a specific region of our brain that is dedicated to the perception and representation of fingers known as the somatosensory finger area.
Remarkably, brain researchers know that we “see” a representation of our fingers in our brains, even when we do not use fingers in a calculation.
The researchers found that when 8-to-13-year-olds were given complex subtraction problems, the somatosensory finger area lit up, even though the students did not use their fingers. This finger-representation area was, according to their study, also engaged to a greater extent with more complex problems that involved higher numbers and more manipulation.
There are still so many teachers who stop learners to use their fingers to solve mathematical problems, which means that teachers need to be trained enough to understand the values and skills which the learners get using this technique, it polishes learners’ motor skills. Calculating big values can be super easy using mind abacus.
We need to bring some inspiring things which were used in past too like abacus, modernism doesn’t say to be anti- ancient. The formulas or techniques which were used by the most successful scientists can be followed.
Evidence from both behavioral and neuroscience studies shows that when people receive training on ways to perceive and represent their own fingers, they get better at doing so, which leads to higher mathematics achievement.
“Not everything that counts can be counted, and not everything that can be counted counts.”
Einstein
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