Tafsiran Kanak-Kanak Terhadap Ilustrasi Piktorial bagi Operasi Penambahan dan Penolakan

Norlemi Amir, and Sharifah Norul Akmar Syed Zamri, (2007) Tafsiran Kanak-Kanak Terhadap Ilustrasi Piktorial bagi Operasi Penambahan dan Penolakan. Jurnal Pendidikan, 27 (1). pp. 73-84. ISSN 01265261

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Affiliations

University of Malaya. Faculty of Education.
University of Malaya. Faculty of Education.

Abstract

Visual representations such as pictures, icons and mathematical symbols are important ingredients in mathematics text books. However, there has been very little analytical research which has focused on the ways in which mathematics is presented in textbooks. Recent works of researchers (Santos-Bernard, 1997; Voight, 1998) suggest that children do not necessarily read and use illustrations in the same way as adults. The purpose of this study is to identify preschoolers' interpretation of pictures used to illustrate addition and subtraction concepts. There are two research questions in this study. First, could preschool children interpret correctly the operations embedded in the pictures used to signify addition and subtraction? Second, what are their levels of pictorial interpretation based on the responses given? The sample of this study comprised five preschool children (three girls and two boys) aged six years old. Clinical interview was used to collect data. Five addition and subtraction problems embedded either in a single picture or a sequence of three pictures were shown to the pupils. They were then asked to construct a story based on the pictures. Their responses were then analyzed for correctness and then categorized according to the levels of interpretation based on the responses given. Findings of this study showed that preschool children were able to identify addition operations better compared to subtraction in a picture that consists of a sequence rather than in single format. Motion shown in the sequenced pictures seemed to facilitate identification of the operations embedded in the pictures. The level of interpretation also depends on the picture format. It was found that children possessed a higher level of interpretation when sequenced pictures were shown.

Item Type:

Journal

Additional Information:

[Children's interpretation of pictorial illustrations for addition and substraction operations]

Keywords:

Mathematics, Study and teaching, Textbooks, Pictorial evaluation

Subjects:

L Education

ID Code:

5186