Young children’s use of drawings in addition problems
Abstract
Understanding addition concept is troublesome for many young children. For individuals who struggle in comprehending this abstract concept, alternative representation form may help address such difficulty. This paper explores the drawings created by young children (6 years old) in addition problem solving activities. The study employed case study research design involving six children (aged six years) in three preschool centres. Data collection included observation, informal interviews and analysis of drawings. The findings showed that young children created two types of drawing and that the processes involved in producing the visual representations had facilitated the children’s understanding of addition. The study implicated that young children’s creations of drawings is an important learning experience and could be best assisted by valuing and supporting the early development of children’s drawn mathematical representation.
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