Ndlovu, B.Motholo, Mmaphadi2025-01-082025-01-082023http://hdl.handle.net/11660/12944Dissertation (M.Ed.(Early Childhood Care and Education))--University of the Free State, 2023Manipulatives in the field of Early Childhood Education has been the subject of extensive debate and disagreement throughout its lengthy history. However, the South African Department of Education has acknowledged the significance of including three-dimensional resources in the instruction of Mathematics for younger learners. Despite this recognition, the current academic achievement in Mathematics within the country is still unsatisfactory. Therefore, this study sought to explore how Manipulatives are used in Grade 1 Mathematics classrooms to provide further insight into why learners lack a solid Mathematical foundation. As a theoretical stance, Vygotsky's Sociocultural Theory was applied, and a qualitative research methodology incorporating a case study design was used. Since a case study design was used, the investigation was confined to two schools in the Motheo District of Free State, Bloemfontein. To create the qualitative data for the study, two different approaches were combined. Semi-structured interviews were first used, and then observations were made. Five Grade 1 teachers made up the sample of participants. Even though teachers in Grade 1 use Manipulatives to teach Mathematics, the study's findings indicate that a few issues persist that hinder teachers' ability to effectively employ these tools to the advantage of their learners. Some of the challenges identified are time constraints, overcrowding in classrooms, lack of resources, and teachers’ misunderstanding of how to use Manipulatives to improve learning rather than them serving as a distraction. The Department of Education needs to convince universities to offer Foundation Phase teachers ongoing training in play-based Manipulatives learning, and to give them access to resources that will expand their understanding of Manipulatives Mathematics instruction. Teachers in Grade 1 should also become more knowledgeable about creative methods to make and use Manipulatives as part of their curriculum. The study concluded that in-service teachers require ongoing training on the successful use of Manipulatives to help young learners gain a more holistic knowledge of Mathematics.enDissertationUniversity of the Free State