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As children with Apert syndrome are born with complex fusions of their fingers, they have to undergo several surgical procedures in order to obtain individuated fingers. This has implications for their finger mobility and finger awareness. It has been suggested that children with Apert syndrome have specific difficulties with early number and arithmetic activities. The findings from this study suggest that engaging children with Apert syndrome in activities that develop finger awareness (finger gnosis) and finger mobility (fine motor skills) may have a positive impact on their ability to engage with appropriate mathematics curricula at school. This is relevant to all those involved in the care of children with Apert syndrome and will be of particular relevance to those involved in early childhood and primary education. This study also provides new insights into the role of finger use in the development of skills and understanding in early number and arithmetic.<\/jats:p>","DOI":"10.1111\/joa.14111","type":"journal-article","created":{"date-parts":[[2024,8,17]],"date-time":"2024-08-17T07:34:02Z","timestamp":1723880042000},"page":"914-929","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["A longitudinal study of the role of fingers in the development of early number and arithmetic skills in children with Apert syndrome"],"prefix":"10.1111","volume":"245","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6653-7212","authenticated-orcid":false,"given":"Caroline","family":"Hilton","sequence":"first","affiliation":[{"name":"University College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,8,17]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0885-2014(99)80017-3"},{"key":"e_1_2_10_3_1","volume-title":"Teaching number sense","author":"Anghileri J.","year":"2006"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.3390\/brainsci12050637"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/17405629.2017.1385454"},{"key":"e_1_2_10_6_1","first-page":"75","volume-title":"Conceptual and procedural knowledge of mathematics: the case of mathematics","author":"Baroody A.J.","year":"1986"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2020.01012"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2015.00226"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-69909-7_3470-2"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1002\/ajmg.1320420505"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.4324\/9780203029053"},{"key":"e_1_2_10_12_1","first-page":"368","article-title":"A hand full of numbers: a role for offloading in arithmetics learning?","volume":"2","author":"Costa A.J.","year":"2011","journal-title":"Frontiers in Psychology"},{"key":"e_1_2_10_13_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.97.4.732"},{"key":"e_1_2_10_14_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0188693"},{"key":"e_1_2_10_15_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.actpsy.2015.01.007"},{"key":"e_1_2_10_16_1","volume-title":"The number sense [how the mind creates mathematics]","author":"Dehaene S.","year":"2011"},{"key":"e_1_2_10_17_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2011.00272"},{"key":"e_1_2_10_18_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cortex.2007.08.001"},{"key":"e_1_2_10_19_1","volume-title":"Individual differences in arithmetic: implications for psychology, neuroscience and education","author":"Dowker A.","year":"2012"},{"key":"e_1_2_10_20_1","doi-asserted-by":"publisher","DOI":"10.1080\/20445911.2017.1396990"},{"key":"e_1_2_10_21_1","doi-asserted-by":"publisher","DOI":"10.1097\/01.PRS.0000065908.60382.17"},{"key":"e_1_2_10_22_1","doi-asserted-by":"publisher","DOI":"10.1097\/PRS.0b013e3182729f42"},{"key":"e_1_2_10_23_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.actpsy.2022.103576"},{"key":"e_1_2_10_24_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2024.105934"},{"key":"e_1_2_10_25_1","first-page":"67","volume-title":"Addition and subtraction: a cognitive perspective","author":"Fuson K.C.","year":"1982"},{"key":"e_1_2_10_26_1","doi-asserted-by":"publisher","DOI":"10.1207\/s1532690xci0303_5"},{"key":"e_1_2_10_27_1","volume-title":"Working memory and learning: a practical guide for teachers","author":"Gathercole S.","year":"2008"},{"key":"e_1_2_10_28_1","doi-asserted-by":"publisher","DOI":"10.1097\/DBP.0b013e318209edef"},{"key":"e_1_2_10_29_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2004.03.002"},{"key":"e_1_2_10_30_1","volume-title":"The Child's understanding of number","author":"Gelman R.","year":"1978"},{"key":"e_1_2_10_31_1","doi-asserted-by":"publisher","DOI":"10.1001\/archneurpsyc.1940.02280080158009"},{"issue":"3","key":"e_1_2_10_32_1","first-page":"4","article-title":"The clinical interview in psychological research on mathematical thinking: aims, rationales, techniques","volume":"1","author":"Ginsburg H.","year":"1981","journal-title":"For the Learning of Mathematics"},{"key":"e_1_2_10_33_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cortex.2007.08.020"},{"key":"e_1_2_10_34_1","unstructured":"Gray E.&Tall D.(1991)Duality ambiguity and flexibility in successful mathematical thinking. 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