Shared Developmental Trajectories For Fractional Reasoning and Fine Motor Ability In 4 and 5 Year Olds

Authors

Lindsey Clark, University of South Alabama
John Shelley-Tremblay, University of South AlabamaFollow
Julie Cwikla, University of Southern MississippiFollow

Document Type

Article

Publication Date

2-1-2021

School

Center for Science and Math Education

Abstract

We investigated preschool-aged children’s understanding of early fractional tasks and how that performance correlates with fine motor skills and use of gestures while counting. Participants were 33 preschoolers aged 4 to 5 in two Southeastern public elementary schools. Children were tested individually in an interview-like setting. Mathematics tasks were presented in a paper and pencil format and the Grooved Pegboard test assessed fine motor skills. Finally, utilization of gestures was evaluated by taking a behavioral rating of the child’s hand morphology, accuracy of gestures, and synchrony of gestures and spoken word while performing a counting task. Results indicate that performance on fractional reasoning tasks significantly predicts both fine motor ability and accuracy of gestures.

Publication Title

Behavioral Sciences

Volume

11

Issue

2

Recommended Citation

Clark, L., Shelley-Tremblay, J., Cwikla, J. (2021). Shared Developmental Trajectories For Fractional Reasoning and Fine Motor Ability In 4 and 5 Year Olds. Behavioral Sciences, 11(2).
Available at: https://aquila.usm.edu/fac_pubs/18903