Ellen McMahon, Chelsea Van Wyk, Tavia González Peña, Lauren R Samuels, Leah A Teeters, Sarah B Worsley, William J Heerman
Feasibility evaluation of the Reaching Out to Kids with Emotional Trauma (ROcKET) intervention in an elementary school: a single-arm, single-centre, feasibility study based on the RE-AIM framework
BMJ open
question whether finger use encouraged discouraged early mathematics instruction remains topic debate scientific evidence matter scarce due limited number systematic intervention studies accordingly conducted intervention study firstgraders mage 648 years sd 035 completed fingerbased training 18 sessions 30 min course first school year training integrated standard mathematics instruction schools compared businessasusual curriculum teaching end first grade followup test 9 months later second grade children received finger training n 119 outperformed control group n 123 written addition subtraction group differences observed number line estimation tasks results suggest fingerbased numerical strategies enhance arithmetic learning supporting idea embodied representation numbers challenge prevailing skepticism finger use primary mathematics education