Use of Multiple Representations in Understanding Addition: The Case of Pre-school Children

Bakar, Kamariah Abu; Mohamed, Suziyani; Yunus, Faridah; Karim, Aidah Abdul

doi:10.26803/ijlter.19.2.18

Cited by 9 publications

(7 citation statements)

References 22 publications

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“…The transcripts above illustrate that the learner is familiar with the concept of intercepts but struggles to verbalise his or her knowledge clearly. Bakar et al (2020) argue that it is necessary to first understand a mathematical concept to illustrate the acquired knowledge in multiple representations. In this instance, the learner does not have a clear knowledge of intercepts, hence the articulation of verbal representation was difficult.…”

Section: Theme 1 Unexpressed Algebraic Thinkingmentioning

confidence: 99%

Exploring Grade 11 Learners’ Algebraic Thinking in the Formulation of Quadratic Equations From Graphs

Selowa,

Dhlamini

2023

IJE

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Algebraic thinking enables learners to devise algebra generalization when configuring quadratic equations from their graphical representations. Noticeable, learners grapple with this topic and there are some silent issues in the literature that should be explored in this discourse. Consequently, this prompted the current study, aimed to explore Grade 11 learners’ algebraic thinking when formulating quadratic equations from drawn graphs. The study adopted three tenets of the Lesh’s Translational model, pictorial and symbolic representations. An exploratory case study was used with 22 purposively sampled learners to explore algebraic thinking exhibited in learners’ responses to the graphical questions and transcripts from unstructured interviews. The algebraic thinking came from the exploration documents and interviews analysed through thematic analysis. The findings revealed that 17 learners lacked basic knowledge of algebra concepts which prevented the formulation of equations from graphs. This resulted from learners exploiting improper properties of algebra which were the requirement for the formulation of equations. The implication is that teaching, and learning should focus on the establishment of skills that permit exploiting appropriate prior knowledge relevant to this topic. Last, we suggest that empirical studies be conducted to focus on improving the instruction for the crafting of equations from graphs.

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Section: Theme 1 Unexpressed Algebraic Thinkingmentioning

confidence: 99%

Exploring Grade 11 Learners’ Algebraic Thinking in the Formulation of Quadratic Equations From Graphs

Selowa,

Dhlamini

2023

IJE

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“…Representation is crucial in mathematics classrooms. Learning mathematics concepts is challenging for many students that resulted in the introduction of a range of representations such as manipulatives (physical and virtual), digital images and printed pictures, written and spoken symbols (Ahmad, Tarmizi, & Nawawi, 2010;Bakar, Mohamed, Yunus, & Karim, 2020;Elia, Gagatsis, & Demetriou, 2007) to help children gain the concept. This is due to the powerful function of representation, both as an instructional tool as well as a learning tool to support the dissemination of mathematical ideas, conceptual understanding and problem solving (Elia et al, 2007).…”

Section: Research Backgroundmentioning

confidence: 99%

Addition Concept through the Lenses of Young Children: Creating Visual Representation with Digital Cameras

Bakar

Yunus

Mohamed

et al. 2020

EURASIA J Math Sci Tech Ed

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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.

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“…Multiple representation learning can maximize the development of conceptual understanding in learners (Altınbaş et al, 2023;Hasbullah et al, 2019). It has been suggested that learning science in schools is more accessible when multiple representations are employed, with learners being faster at connecting verbal, visual, and mathematical models to develop scientific knowledge, concepts, and processes (Bakar et al, 2020;Ibda et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

Zuhri

Wilujeng

Haryanto

2023

IJLTER

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The paper investigates the multiple representation approach as used in elementary school science learning. A systematic literature review (SLR) method and preferred reporting items for systematic review and meta-analysis (PRISMA) protocol were employed in this research. This included systematic review stages, eligibility and exclusion criteria, review process procedures, and data abstraction and analysis assisted by Publish or Perish 7, VOSviewer, and NVivo 12 Plus applications. The search for publications on Scopus through the Publish or Perish 7 application yielded 605 publications, and for the ERIC database, there were 2018 publications, making 2623 publications. The publications were then filtered according to compatible themes and 50 were selected to be used as material for the SLR. The 50 publications were analyzed according to the assigned topics through the NVivo 12 Plus application, and the results are described in this paper. According to literature, multiple representations is a learning approach that involves using more than one or two representations. This is done by utilizing text, video, tables, audio, animation, diagrams, analogies, cartoons, movements, formulas, and graphs to reflect, interpret, and solve scientific problems in elementary science learning. The multiple representation approach is implemented through task assignment, visualization technology; representation of images, symbols, tables, pictures, and graphs; scientific investigations; engineering design; technological skills; applications; recordings; and written symbols. The impact that the multiple representation approach has in elementary science learning is an increase in reasoning skills, critical thinking skills, communication skills, solving of science problems, concern for nature conservation, and social and visual intelligence. This paper contributes to research examining multiple representations in elementary school science learning.

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Use of Multiple Representations in Understanding Addition: The Case of Pre-school Children

Cited by 9 publications

References 22 publications

Exploring Grade 11 Learners’ Algebraic Thinking in the Formulation of Quadratic Equations From Graphs

Exploring Grade 11 Learners’ Algebraic Thinking in the Formulation of Quadratic Equations From Graphs

Addition Concept through the Lenses of Young Children: Creating Visual Representation with Digital Cameras

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

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