| This research focused on the teaching of addition in early childhood education through strategy instruction. The research was conducted in an after school setting with three kindergarten students. The research model assessed students' ability to read, write and model using manipulatives abstract addition sentences. The students were assessed through a variety of techniques including student interviews, checklists, rubrics, and informal observation. Students used a variety of manipulatives throughout the unit to create sums up to ten. In conjunction with the manipulatives, multiple strategies were introduced to the students to facilitate their understanding of addition on a concrete level. At the conclusion of the unit, the students independently completed a project in which they solved abstract addition sentences and assigned the sum to correct number. This project was a flower garden in which each addition sentence was written on a flower petal that was assigned by the students to a corresponding flower with the correct sum. Quantitative results suggest that the students' ability to model problems using concrete materials increased their overall number sense and comprehension of addition symbols, and subsequently led to their ability to solve abstract addition sentences. A qualitative analysis of each student's performance throughout the unit was conducted, and further supported the results of the quantitative analysis. |
