Self-made manipulatives for grade 9 learners' meaning -making of mensuration at a school in Pietersburg Circuit, Capricorn South District, Limpopo Province, South Africa

Abstract

This study investigated how constructing self-made manipulatives enables Grade 9 learners’ meaning-making of mensuration. Framed within an interpretivist, qualitative case study, data were generated in one South African classroom, in Limpopo, Pietersburg Circuit, through multi-session classroom observations, learner-constructed artefacts, and task-based, think‑aloud interviews. A hybrid thematic analysis (deductive–inductive) following Braun and Clarke’s six phases, supported by triangulation, audit trails, and reflexive memoing, and Vygotsky’s social-constructivist principles, both underpinned analytical rigour. Findings revealed three interrelated outcomes. First, spatial visualisation strengthened markedly: learners progressed to reliable mental rotation and geometric decomposition of 3D solids. Second, mathematical knowledge consolidated: learners computed surface area and volume accurately and mapped symbols to dimensions with near-universal precision post‑intervention. Third, authentic meaning-making emerged: formulae were re‑grounded in embodied actions (cut–fold–assemble), real‑world metaphors (e.g., wrapping a can), and design verification. The study recommends scaffolded, learner‑designed net‑building, rapid prototyping with fading support, and low‑cost material pathways to advance equity. Implications span classroom practice, teacher professional development, and policy guidance on hands‑on, conceptually rigorous mensuration.