Manipulatives: mediators of mathematics development for foundation phase learners

Abstract

This paper explores the effectiveness of using physical objects, or manipulatives, in teaching mathematics to Foundation Phase learners aged to 8 in the Eastern Cape Province of South Africa. The study is grounded in Piaget's Theory of Cognitive Development and uses a qualitative research design. Ten videos were selected, and clinical interviews were conducted with each learner individually while they used manipulatives. The data was analyzed thematically. The study found that manipulatives are an inexpensive and effective resource for teaching mathematics, as they enable children to understand key concepts through hands-on experience, and later connect these ideas to abstract concepts. Based on these findings, the study recommends that teachers and learners incorporate manipulatives in all units of the mathematics curriculum for effective teaching and learning in lower grades.