Tangible Mathematics in Grade 7 Classrooms: Effects on Learner Understanding, Problem-Solving Skills, and Engagement in Rational Number Operations

This study investigated the effects of tangible mathematics instruction on grade 7 learners’ engagement, understanding, and problem-solving skills in rational number operations. Using a mixed-methods approach with a quasi-experimental design, the research involved 109 grade 7 learners (58 in the experimental group using tangible mathematics manipulatives and 51 in the control group receiving conventional instruction) over an eight-week intervention period. Quantitative analysis revealed significantly higher post-test scores in the experimental group (M = 64.17, SD = 27.22) compared to the control group (M = 33.55, SD = 12.85), with a large effect size (r = 0.844, 95% CI [0.781, 0.907]). The Number Needed to Treat of 2.37 indicated that for approximately every 2-3 learners receiving the intervention, one additional learner achieved mastery compared to conventional instruction. Qualitative analysis demonstrated that learners using tangible mathematics developed more visual representation strategies and stronger conceptual understanding, particularly in bridging concrete and abstract mathematical concepts. Learner engagement metrics showed substantial improvements, with active participation increasing from 3.12 to 3.84 and confidence levels rising from 2.86 to 3.59. Thematic analysis of learner feedback revealed enhanced understanding, increased enjoyment, appreciation for visual and physical learning supports, and improved mathematical connections. The findings suggest that tangible mathematics instruction effectively enhances learners’ mathematical understanding and problem-solving abilities while significantly improving engagement and confidence, offering valuable implications for mathematics instruction in grade 7 classrooms.