Addition concept through the lenses of young children: Creating visual representation with digital cameras

Abstract

Acquiring abstract Mathematics concepts is often challenging for young children. This study explored young children's use of digital cameras to exhibit their understanding of the addition concept. It investigated how the processes involved in producing the photographs and creating the visual representation that helped to develop the children's comprehension of the concept of addition. This study employed a qualitative research design and data collection included observation, dialogues with children and children's artefact (i.e. photographs). Six children in a preschool centre were participants for the focus group. The findings showed that young children were capable photographers and that their visual representation images supported their understanding of the addition concept. The study implicated that the creation of mathematical visual representation is critical to facilitate the development of abstract mathematics concepts.