International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Theory to Practice: Implementing Tangible Mathematics Instruction to Enhance Grade 7 Learners' Conceptual Understanding and Problem-Solving in Rational Numbers

Author(s) Ronna Yabo Magto, Douglas A. Salazar
Country Philippines
Abstract This study examined how tangible mathematics instruction affects grade 7 learners' understanding and engagement with rational numbers. Using a mixed-methods approach, the researchers com-pared 58 learners using tangible manipulatives against 51 receiving conventional instruction over eight weeks. Quantitative analysis revealed significantly higher post-test scores in the experimental group (M = 64.17) compared to the control group (M = 33.55), with a large effect size (r = 0.844). For every 2-3 learners receiving the intervention, one additional learner achieved mastery com-pared to conventional instruction. Qualitative analysis showed that learners using tangible mathe-matics developed stronger visual representation strategies and deeper conceptual understanding, particularly in connecting concrete and abstract concepts. Learner engagement metrics improved substantially, with active participation increasing from 3.12 to 3.84 and confidence levels rising from 2.86 to 3.59. Thematic analysis revealed enhanced understanding, increased enjoyment, and improved mathematical connections. These findings suggest that tangible mathematics instruction effectively bridges concrete and abstract thinking while simultaneously improving engagement and confidence, offering valuable implications for mathematics instruction in grade 7 classrooms.
Keywords tangible mathematics; mathematics education; learner engagement; problem-solving; mathematical understanding
Field Mathematics
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-09
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.47464
Short DOI https://doi.org/g9pz2j
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