Comparing Manipulatives and Outdoor Learning: Two Approaches to Teaching Addition

Mathematics is one of the core subjects taught in schools from pre-school until college. One of the basic skills taught in this subject is addition, which is done in early childhood. Many researches have established that getting quality Mathematical education in the early years encourage successful learning of more complex mathematical concepts in succeeding levels. In this paper, the researchers aimed to determine if using manipulatives and using outdoor learning are effective approaches in teaching addition to 5 to 6-year old kindergarten children, and examine the similarities and differences between a common approach and an emerging approach.  Low performing children were identified through their previous performance records and a 16-item basic addition assessment was given before the intervention. These students were then equally divided into two groups. One group was assigned to use manipulatives, while the other group engaged in outdoor learning. Both interventions were administered for five consecutive days. Through direct observation, pictures, and interview, the researcher recorded the children's behavior, responses, and approaches to both tasks. Post assessment was administered to both groups after the intervention to determine if their performance improved. The study concluded that both innovations are effective means of teaching addition to kindergarten children as both utilized the children' senses. The primary difference was that using manipulatives were done indoors, while exposure to outdoor environment promoted experiential learning using diverse resources found in nature. Basic skill in addition was enhanced using manipulatives, since the concept was demonstrated using concrete objects that they can operate. Conversely, outside learning approach enabled them to make meaningful connections between the concept and their experiences outside, and lead to significant retention and improved execution of the skill.