Children being able to perform simple addition and subtraction with the assistance of pictures is vital because it establishes a tangible and concrete link between the abstract concept of a number and its quantity. Pictures, such as drawings of apples or blocks, allow the child to visually and physically see the action of combining (addition) or taking away (subtraction).1 This connection is crucial for developing conceptual understanding rather than just memorizing facts. For example, seeing two apples combined with three apples to make five apples reinforces the idea that $2+3=5$ represents a real-world grouping of objects. This concrete stage is where a child develops the foundational number sense necessary for all later arithmetic.
Using pictures serves as a key scaffolding technique, providing temporary but necessary support for the child to grasp the operation before moving to abstract symbols alone. Initially, the pictures are the primary tool, helping to bridge the gap from counting physical objects to manipulating numerical symbols. As the child repeatedly connects the visual representation to the corresponding number sentence (e.g., $4 – 1 = 3$), their brain begins to internalize the process. The goal is the gradual removal of this visual aid: once the child consistently performs the calculation using pictures, the pictures are slowly phased out, allowing them to rely on internalized mental images and recalled number facts. This process successfully moves the child from the concrete (pictures) to the representational (symbols) stage, leading to the eventual, independent mastery of abstract addition and subtraction.
