# data[].attributes.body
that children should be reported for using fingers

# data[].attributes.body
difference in knowledge non-existent between socio-economic backgrounds

# data[].attributes.body
Banning any strategy to solve a problem

# data[].attributes.headline
finger area of the brain is used well into adulthood

# data[].attributes.subject
finger area of the brain is used well into adulthood

# data[].attributes.body
to engage students in productive visual thinking, they should be asked regularly how they see mathematical ideas

# data[].attributes.body
finger counting is a no-no

# data[].attributes.body
work on math draws from different areas of the brain and students need to be strong with visuals, numbers, symbols and words

# data[].attributes.headline
agree that visual math is powerful tool for learners of any age.

# data[].attributes.subject
agree that visual math is powerful tool for learners of any age.

# data[].attributes.body
VIsual learning is essential

# data[].attributes.body
The 6-year-old's finger representation was better predictor of future performance on math testes than their scores on tests of cognitive processing.

# data[].attributes.body
using fingers in class is babyish

# data[].attributes.headline
Students should be allowed to use any process to solve open problem questions

# data[].attributes.subject
Students should be allowed to use any process to solve open problem questions

# data[].attributes.body
very few visual representations of math

# data[].attributes.body
students often feel math is inaccessible and uninteresting

# data[].attributes.body
visual math = deep engagement &
new understanding

# data[].attributes.body
Visual math is powerful for all learners

# data[].attributes.body
students should be asked at regular intervals to draw what they see

# data[].attributes.body
stop kids to have them draw what they see- who the heck has time for that?

# data[].attributes.body
Math should be multi-dimensional.  Using a variety of means and methods to complete tasks.

# data[].attributes.headline
Agree that school need to encourage strong visuals, numbers, symbols and words

# data[].attributes.subject
Agree that school need to encourage strong visuals, numbers, symbols and words

# data[].attributes.headline
Fingers are one of our most powerful visual aids

# data[].attributes.subject
Fingers are one of our most powerful visual aids

# data[].attributes.body
It is important for non visual learners to practice using visuals to learn.

# data[].attributes.body
I don't agree that pianists and musicians use finger perception to have a higher mathematical understanding

# data[].attributes.body
Banning any type of strategy to solve a problem including finger counting.

# data[].attributes.headline
Agree with teachers celebrating and encouraging finger use among young learners and enable learners of any age to strengthen this brain capacity through finger counting and use

# data[].attributes.subject
Agree with teachers celebrating and encouraging finger use among young learners and enable learners of any age to strengthen this brain capacity through finger counting and use

# data[].attributes.body
see a representation of our fingers in our brains

# data[].attributes.body
Visual math is powerful for all learners..

# data[].attributes.body
Visual math is powerful for all learners

# data[].attributes.headline
Disagree with students being told finger counting is a no no

# data[].attributes.subject
Disagree with students being told finger counting is a no no

# data[].attributes.body
Fingers are probably one of our most visual aids

# data[].attributes.body
ban finger counting

# data[].attributes.body
Fingers are our most useful visual aid

# data[].attributes.body
Important for younger learners to use their fingers as a visual.

# data[].attributes.headline
Agreevisual math is powerful for all learners

# data[].attributes.subject
Agreevisual math is powerful for all learners

# data[].attributes.body
Banning Finger counting

# data[].attributes.body
Math is visual