Relating Math Words, Visual Images, and Math Symbols for Understanding and Competence

Abstract

ABSTRACTThis paper briefly overviews my research in supporting children to learn number concepts by relating number words, research-based visual supports, and math symbols. I first outline my approach to helping children build relationships between the use of concrete materials and the building of abstract concepts. I then focus on two crucial early aspects of building meanings for numbers: (1) understanding break-apart partners such as 5=3+2 that support addition and subtraction with small numbers and children’s moving on to Level 2 counting on and algebraic problem representations, and (2) the use of visual five-groups in understanding numbers 1–1000 and in drawings to support multi-digit computations. The research-based learning path of visual-spatio supports is shown and discussed for each topic, including examples of children’s math drawings for representing word problems algebraically and for multi-digit computations. I have found math drawings to be a key visual support that helps children transition to working meaningfully with symbols and words alone. I close with a brief discussion of the difficulties children have with the number line. This overview can provide a framework within which future research on number learning by individuals with trisomy 21/Down syndrome can proceed.