An Analysis of Choice-Based Instruction in Grade 2 Classroom: Focused on the Addition and Subtraction Unit

In line with the 2022 revised mathematics curriculum, which emphasizes student choice and agency in learning, “choice activities” have been newly introduced in lower elementary (Grades 1-2) mathematics textbooks. However, implementing instruction that fully reflects the intent of these activities remains challenging. This study designed and implemented six lessons incorporating choice activities within the addition and subtraction unit of a second-grade mathematics textbook. Each lesson followed a sequence of presenting the problem, introducing choice-based activities, facilitating individual exploration, discussing diverse strategies, and applying explored strategies. The study analyzed the characteristics of instruction at each phase, focusing particularly on how students independently selected and utilized calculation tools, adapted textbook strategies, and engaged in shared discussions about computational principles. In addition, it examined changes over time in students’ selections. A notable finding was that many students chose more than two activities and increasingly diversified their selection of tools and strategies in later lessons. Based on these findings, the study discusses pedagogical implications for the design and implementation of elementary mathematics instruction grounded in choice-based activities.