Student Engagement in Manipulative Activities: Fostering Growth Mindset in Mathematics

This qualitative study explored the lived experiences of primary grade teachers in the Lupon West District, Division of Davao Oriental, in utilizing mathematical manipulative activities to foster student engagement and support the development of a growth mindset in mathematics instruction. Employing in-depth interviews and focus group discussions with ten purposively selected teachers, the study aimed to uncover authentic reflections and practices surrounding the integration of manipulatives in early grade classrooms. Data were analyzed using thematic analysis guided by Creswell’s model and framework analysis principles, ensuring rigor, credibility, and contextual relevance. The findings revealed that by using mathematical manipulative activities, teachers were able to develop learners’ mathematical understanding, face challenges and promote student engagement. To cope with the challenges, the study underscored the significance of fostering professional development and self-initiated learning, developing clear guidelines and expectations d integrating management techniques. These offered valuable insights for institutionalizing professional development and capacity building, providing continuous support and resources and strategic planning and curriculum integration. Teachers may benefit by gaining insights into effective teaching strategies, while students may experience enhanced learning outcomes and a more positive attitude toward mathematics.