Teachers’ use of manipulatives in teaching numeracy at early childhood centres in the Nkoranza North District

Abstract

The purpose of this study was to investigate teachers’ use of manipulatives in teaching numeracy at early childhood education centres in Nkoranza North District. Mixed methods research design based on sequential explanatory research was used in this study. The sample size was forty-five (45), which comprised of forty kindergarten teachers, four School Improvement Support Officers, and one early childhood education coordinator. Purposive and simple random sampling techniques were used in this study. A questionnaire, an observational guide, and a semi-structured interview guide were used to collect data. Quantitative data was analysed using frequency tables, percentage, simple count, mean and standard derivation and the qualitative data was analysed using themes. The study discovered that counters, bundle of sticks, bottle tops and number cards are manipulative materials available at the early childhood centres. Again, the study discovered that geoboard, Cuisenaire rods, multi base blocks, Abacus and dice are types of manipulatives teachers often used in teaching numeracy in their classroom. Child centred method, demonstration method, grouping method and role play were methods exhibited by teachers when using manipulative in teaching numeracy. However, teachers were faced with challenges such as limited classroom time, insufficient budget for manipulatives, and inadequate pedagogical and technological knowledge when using manipulative in teaching numeracy. The study recommended that the Nkoranza North Education Office, in collaboration with the Ghana Education Service should make appropriate manipulative materials available and ready for use in teaching numeracy. The study also recommended that kindergarten teachers should attend continuous professional development workshops every term on how to use appropriate manipulative materials to improve their teaching skills in numeracy in order to eliminate abstract learning.