{"id":10789,"date":"2026-08-27T09:20:52","date_gmt":"2026-08-27T07:20:52","guid":{"rendered":"https:\/\/wp.unil.ch\/esspace\/?p=10789"},"modified":"2026-08-27T09:20:53","modified_gmt":"2026-08-27T07:20:53","slug":"marie-krenger","status":"publish","type":"post","link":"https:\/\/wp.unil.ch\/esspace\/2026\/08\/marie-krenger\/","title":{"rendered":"Marie Krenger"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>Calculation at your fingertips: the role of finger counting on 4- to 8-year-old children&rsquo;s numerical skills &#8211; a longitudinal and interventional approach<\/strong><\/p>\n\n\n\n<!--more-->\n\n\n\n<p class=\"wp-block-paragraph\"><em>Ayant effectu\u00e9 son Bachelor et son Master en psychologie \u00e0 l\u2019Universit\u00e9 de Lausanne, Marie Krenger entreprend un doctorat consacr\u00e9 au r\u00f4le du calcul sur les doigts dans le d\u00e9veloppement des comp\u00e9tences num\u00e9riques chez l\u2019enfant sous la supervision de la Prof. Catherine Thevenot (Institut de psychologie). Au cours de son parcours doctoral, elle obtient une bourse Mobi.Doc qui lui permet d\u2019effectuer un s\u00e9jour de recherche de six mois \u00e0 l\u2019Universit\u00e9 de Surrey, en Angleterre.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bien que le calcul sur les doigts constitue l\u2019une des premi\u00e8res strat\u00e9gies mobilis\u00e9es par les enfants lorsqu\u2019ils apprennent \u00e0 calculer et que cette pratique soit tr\u00e8s r\u00e9pandue, son r\u00f4le dans le d\u00e9veloppement des comp\u00e9tences num\u00e9riques fait d\u00e9bat. Les travaux de Marie Krenger apportent un nouvel \u00e9clairage sur les liens entre l\u2019utilisation des doigts et le d\u00e9veloppement de la connaissance des nombres et de l\u2019addition chez l\u2019enfant.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">S\u2019int\u00e9ressant tout d\u2019abord aux attitudes des enseignant\u00b7es \u00e0 l\u2019\u00e9gard du calcul sur les doigts, deux \u00e9tudes men\u00e9es par questionnaire montrent que cette pratique est g\u00e9n\u00e9ralement per\u00e7ue comme une strat\u00e9gie utile principalement aux enfants rencontrant des difficult\u00e9s en math\u00e9matiques. Or, cette perception contraste avec les r\u00e9sultats d\u2019une \u00e9tude longitudinale men\u00e9e aupr\u00e8s d\u2019enfants \u00e2g\u00e9s de 4 \u00bd \u00e0 5 \u00bd ans montrant que ce sont au contraire les enfants qui pr\u00e9sentent les meilleures comp\u00e9tences cognitives et les meilleures performances en math\u00e9matiques qui utilisent leurs doigts. Ce constat soul\u00e8ve alors plusieurs questions sur le r\u00f4le du calcul sur les doigts dans le d\u00e9veloppement des comp\u00e9tences math\u00e9matiques, notamment sur la possibilit\u00e9 que cette strat\u00e9gie elle-m\u00eame favorise la compr\u00e9hension des nombres et le d\u00e9veloppement des capacit\u00e9s de calcul. Il s\u2019agit \u00e9galement de d\u00e9terminer si un usage des doigts, b\u00e9n\u00e9fique au d\u00e9but du d\u00e9veloppement, peut ensuite conduire \u00e0 une difficult\u00e9 \u00e0 s\u2019en d\u00e9tacher. Gr\u00e2ce \u00e0 plusieurs \u00e9tudes longitudinales et interventionnelles, les travaux de Marie Krenger apportent des premiers \u00e9l\u00e9ments de r\u00e9ponse empiriques \u00e0 ces diff\u00e9rentes questions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c0 l\u2019\u00e2ge de 4 \u00bd &#8211; 5 ans, bien que les enfants qui utilisent leurs doigts aient une meilleure connaissance des nombres, ils ne d\u00e9veloppent pas ces connaissances plus rapidement que ceux qui n\u2019y ont pas recours. Le calcul sur les doigts ne semble donc pas favoriser directement l\u2019acquisition du concept du nombre. En revanche, les \u00e9tudes d\u2019intervention montrent qu\u2019un entra\u00eenement explicite au calcul sur les doigts am\u00e9liore les performances en addition chez les enfants de 4 \u00e0 6 ans. Ces r\u00e9sultats sugg\u00e8rent que cette strat\u00e9gie peut soutenir l\u2019apprentissage du calcul. \u00c0 7 ans, les enfants qui utilisent encore leurs doigts obtiennent de moins bons r\u00e9sultats que ceux qui sont d\u00e9j\u00e0 pass\u00e9s aux strat\u00e9gies mentales, mais ils restent plus performants que ceux qui n\u2019ont jamais utilis\u00e9 leurs doigts. De plus, ceux qui ont commenc\u00e9 \u00e0 les utiliser t\u00f4t dans le d\u00e9veloppement passent plus facilement aux strat\u00e9gies mentales. De ce fait, ces \u00e9tudes montrent que les enfants ne restent pas bloqu\u00e9s dans leur utilisation des doigts. Au contraire, en d\u00e9crivant l\u2019\u00e9volution des diff\u00e9rentes strat\u00e9gies de calcul sur les doigts, les travaux de Marie Krenger mettent \u00e9galement en lumi\u00e8re un m\u00e9canisme possible par lequel les doigts pourraient accompagner le passage d\u2019une compr\u00e9hension concr\u00e8te \u00e0 une appr\u00e9hension plus abstraite de l\u2019addition. Dans son ensemble, la th\u00e8se soutient ainsi que le calcul sur les doigts constitue une strat\u00e9gie b\u00e9n\u00e9fique pour les jeunes enfants et qu\u2019il peut soutenir l\u2019apprentissage du calcul.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Calculation at your fingertips: the role of finger counting on 4- to 8-year-old children&rsquo;s numerical skills &#8211; a longitudinal and interventional approach<\/p>\n","protected":false},"author":163,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_seopress_robots_follow":"","_seopress_robots_imageindex":"","_seopress_robots_snippet":"","_seopress_robots_primary_cat":"","_seopress_robots_breadcrumbs":"","_seopress_robots_freeze_modified_date":"","_seopress_robots_custom_modified_date":"","_seopress_robots_canonical":"","_seopress_social_fb_title":"","_seopress_social_fb_desc":"","_seopress_social_fb_img":"","_seopress_social_fb_img_attachment_id":0,"_seopress_social_fb_img_width":0,"_seopress_social_fb_img_height":0,"_seopress_social_twitter_title":"","_seopress_social_twitter_desc":"","_seopress_social_twitter_img":"","_seopress_social_twitter_img_attachment_id":0,"_seopress_social_twitter_img_width":0,"_seopress_social_twitter_img_height":0,"_seopress_redirections_value":"","_seopress_redirections_enabled":"","_seopress_redirections_enabled_regex":"","_seopress_redirections_logged_status":"","_seopress_redirections_param":"","_seopress_redirections_type":0,"_seopress_analysis_target_kw":"","_seopress_news_disabled":"","_seopress_video_disabled":"","_seopress_video":[],"_seopress_pro_schemas_manual":[],"_seopress_pro_rich_snippets_disable_all":"","_seopress_pro_rich_snippets_disable":[],"_seopress_pro_schemas":[],"_uag_custom_page_level_css":"","_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"footnotes":""},"categories":[19451],"tags":[],"class_list":["post-10789","post","type-post","status-publish","format-standard","category-theses"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"hitmag-landscape":false,"hitmag-featured":false,"hitmag-grid":false,"hitmag-list":false,"hitmag-thumbnail":false,"gform-image-choice-sm":false,"gform-image-choice-md":false,"gform-image-choice-lg":false,"mailpoet_newsletter_max":false},"uagb_author_info":{"display_name":"sschlat1","author_link":"https:\/\/wp.unil.ch\/esspace\/author\/sschlat1\/"},"uagb_comment_info":0,"uagb_excerpt":"Calculation at your fingertips: the role of finger counting on 4- to 8-year-old children&rsquo;s numerical skills &#8211; a longitudinal and interventional approach","_links":{"self":[{"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/posts\/10789","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/users\/163"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/comments?post=10789"}],"version-history":[{"count":1,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/posts\/10789\/revisions"}],"predecessor-version":[{"id":10790,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/posts\/10789\/revisions\/10790"}],"wp:attachment":[{"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/media?parent=10789"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/categories?post=10789"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/tags?post=10789"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}