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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.
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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)
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