Teaching Strategies on the Use of Manipulatives and Students’ Understanding Numeracy

Abstract

The study unfolded the the teaching strategies on the use of manipulatives and students’ understanding in mathematics in Banaybanay District Schools, Davao Oriental Schools Division. The study used non-experimental descriptive-correlational research design, where it utilized adapted survey instrument to gather responses from the randomly selected teacher-respondents. Data gathered were treated using Mean scores with descriptive interpretation, Pearson r and Simple Linear Regression Analysis. Findings revealed that the extent of teaching strategies on the use of manipulatives in terms of use of questioning, model the use of manipulatives, foster collaboration, encourage student exploration, provide guided practice and integrate technology is moderately extensive, likewise, extent of students’ understanding in mathematical concepts in terms of procedural fluency, conceptual understanding, communication and representation and problem-solving is  moderately extensive. There is a significant relationship between teaching strategies on the use of manipulatives and students’ understanding in mathematical concepts. Domains of teaching strategies on the use of manipulatives in terms of model the use of manipulatives, provide guided practice, encourage student exploration, use of questioning, foster collaboration and integrate technology, significantly influenced students’ understanding in mathematical concepts. Future research may identify barriers and challenges faced by teachers teaching mathematics among learners across grade levels.