Making the Abstract Concrete: An Effective and Engaging Approach to Introducing Addition to Kindergarten Students

Diverse learners in today’s classrooms require differentiated instruction in content areas. In math, differentiated instruction can be implemented through the use of manipulatives. Research has shown a correlation between student performance and the use of manipulatives. In this study, a series of student-centered math small group and whole class lessons were developed that emphasized manipulatives in kindergarten learning. This study explores student progression from number recognition to the introduction of algorithmic expressions. The goal was to implement manipulatives and authentic learning experiences through a learning segment. In evaluating my learning opportunities, student work, anecdotal field notes, and assessments, Manipulatives provided avenues for small group instruction, differentiating instruction, and one-on-one conference time. The results indicate the usefulness of manipulatives and small group instruction for each student