Exploring grade 4 teachers’ challenges in using manipulatives to teach place value: The case of Rundu circuit, Kavango east region
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Date
2025
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Publisher
University of Namibia
Abstract
This qualitative exploratory case study design explored the challenges faced by Grade 4
Mathematics teachers in utilising manipulatives to teach place value in Rundu Circuit,
Kavango East educational region. Although, manipulatives play a crucial role in
enhancing mathematical understanding, particularly for foundational concepts such as
place value; many Namibian teachers do not utilise them. Studies carried out on
manipulatives in Mathematics did not explore challenges that Grade 4 Mathematics
teachers face when incorporating manipulatives to teach the topic place value. The study
is situated in Shulman’s theory of Pedagogical Content Knowledge (PCK) and Piaget’s
Constructivism theory. Data was collected using semi-structured interviews with ten (10)
out of a population of fifty-one (51) Grade 4 Mathematics teachers from 32 government
schools in the Rundu circuit. The teachers were purposively selected based on their
experience of teaching Grade 4 for more than two years. The researcher further analysed
documents, which were composed of lesson plans and three learners’ assessment tasks
done on the topic place value of each sampled teacher for data triangulation purposes.
Thematic analysis was used to identify patterns, themes and categories within the data.
The findings reveal that the main challenges that teachers experience in using
manipulatives include teaching in overcrowded classrooms, lack of training, availability
of manipulatives, lack of professional development opportunities for novice teachers, and
time constraints. The factors influencing the selection and implementation of
manipulatives were teachers' pedagogical knowledge and preparedness, knowledge of
learners, language barriers and learners’ behaviours.
Based on the findings, the study recommends provision professional development
opportunities focused on manipulatives, adjustments in the mathematics curriculum
content as well as in the duration of teaching. The study further recommends availing
resources to Mathematics teachers
Description
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Inclusive Education)
Keywords
Place value, Grade 4, Mathematics teachers, Manipulatives, Challenges, Namibia, University of Namibia