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Children typically learn basic numerical and arithmetic principles using finger-based representations. However, whether or not reliance on finger-based representations is beneficial or detrimental is the subject of an ongoing debate between researchers in neurocognition and mathematics education. From the neurocognitive perspective, finger counting provides multisensory input, which conveys both cardinal and ordinal aspects of numbers. Recent data indicate that children with good finger-based numerical representations show better arithmetic skills and that training finger gnosis, or “finger sense,” enhances mathematical skills.

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