Young children often face difficulty in acquiring Mathematics concepts. This study examined how photograph assist young children to understand the concept of early number and engage in addition activities within classroom learning. The study employed case study research design and involved six children (aged six years) in one preschool centre. Data was collected using observation, informal interviews and analysis of photograph produced by the focus group whilst engaged in various addition activities. The findings showed that photographs function as visual mathematical representations that facilitate and reinforce young children’s understanding of addition concept. The study implicated that young children’s creation of visual mathematical representations is an essential learning approach among young children and could be best assisted by the use of information technology and communication applications.
Anghileri, J. (2000). Teaching number sense.Trowbridge, Wiltshire: Cromwell Press.
Ahmad, A., Tarmizi, R. A., & Nawawi, M. (2010). Visual representations in mathematical word problem solving among form four students in Malacca. Procedia-Social and Behavioral Sciences, 8, 356-361.
Bakar, N. A. & Nasri, N. M. (2018). Pendidikan sains awal kanak-kanak berbantukan teknologi maklumat dan komunikasi (TMK) dalam proses pengajaran dan pembelajaran di kelas prasekolah (Assisted information technology and communication (ICT) early science eduaction for preschool classes). Paper presented at the International Conference on Social Studies & Humanities (ICOSH 2018).
Baroody, A. J. (1987a). Children's mathematical thinking: A developmental framework for preschool, primary, and special education teachers. New York: Teachers College Press.
Baroody, A. J. (1987b). The development of counting strategies for single-digit addition. Journal for Research in Mathematics Education, 18(2), 141-157.
Baroody, A. J., & Wilkins, J. L. (1999). The development of informal counting, number, and arithmetic skills and concepts. In J.V. Copley (Ed.), Mathematics in the early years (pp. 48-65). Reston, VA: National Council of Teachers of Mathematics.
Batchelor, S., Keeble, S., & Gilmore, C. (2015). Magnitude representations and counting skills in
preschool children. Mathematical Thinking and Learning, 17(2-3), 116-135.
Bragg, L. A., & Nicol, C. (2011). Seeing mathematics through a new lens: Using photos in the
mathematics classroom. Australian Mathematics Teacher, 67(3), 3-9.
Britsch, S. (2010). Photo-booklets for English language learning: Incorporating visual communication into early childhood teacher preparation. Early Childhood Education Journal, 38(3), 171-177. doi: 10.1007/s10643-010-0412-2
Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3-18.
Byrnes, J., & Wasik, B. A. (2009). Picture this: Using photography as a learning tool in early childhood classrooms. Childhood Education, 85(4), 243-248. doi: 10.1080/00094056.2009.10523090
Carpenter, T. P., Hiebert, J., & Moser, J. M. (1981). Problem structure and first-grade children's initial solution processes for simple addition and subtraction problems. Journal for Research in Mathematics Education, 12(1), 27-39.
Crespo, S. M., & Kyriakides, A. O. (2007). To draw or not to draw: Exploring children's drawings for solving mathematics problems. Teaching Children Mathematics, 14(2), 118-125.
Cuoco, A., & Curcio, F. R. (2001). The roles of representation in school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Dacey, L., & Collins, A. (2011). Zeroing in on number and operations: Key ideas and common misconceptions. Portland, ME: Stenhouse Publishers.
Eisenhardt, S., Fisher, M. H., Thomas, J., Schack, E. O., Tassell, J., & Yoder, M. (2014). Is it counting, or is it adding? Teaching Children Mathematics, 20(8), 498-507.
Elia, I., Gagatsis, A., & Demetriou, A. (2007). The effects of different modes of representation on the solution of one-step additive problems. Learning and Instruction, 17(6), 658-672.
Furner, J. M., & Marinas, C. A. (2012). Learning math concepts in your environment using photography and geogebra. Paper presented at the International Conference on Technology in Collegiate Mathematics. Retreived from http://archives.math.utk.edu/ICTCM/VOL25/S125/paper.pdf
Gelman, R., & Gallistel, C. (1978). The children’s understanding of number: Cambridge, MA: Harvard University Press.
George, A., & Archontia, M. (2013). Educational technology as a teaching and learning tool in environmental education. International Journal of Academic Research in Business and Social Sciences, 3(9), 191.
Goldin, G., & Shteingold, N. (2001). Systems of representations and the development of mathematical concepts. In A.A. Cuoco & F.R. Curcio (Eds.), The roles of represent
In-Text Citation: (Bakar & Karim, 2019)
To Cite this Article: Bakar, K. A., & Karim, A. A. (2019). Young Children’s Photographs of Addition in the School Environment. International Journal of Academic Research in Business and Social Sciences, 9(8), 1–14.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
