Exploring counting through the use of manipulatives in the early years

Abstract

This study focuses on the manipulatives used in the teaching and learning of counting. Interviews with Year 1 class teachers were carried out in this study to explore teachers’ perceptions and preferences of manipulatives, together with the teaching strategies used during lessons. Furthermore, two separate observation sessions with the respective class teachers were conducted to observe pupils’ engagement using different manipulatives during lessons on counting. This involved observing teachers giving different instructions and vocabulary thereby assisting students to practise counting skills according to their level of knowledge. We noted that all teachers made use of one or more type of manipulative during the observed lessons. However, it was concluded that teachers have an important role in supporting students through the use of different strategies and techniques to facilitate understanding. The information acquired through the interviews and observations was integrated into the design of a resource pack. The aim of the activities in the pack is to support the teaching and learning of counting through play-based and thematic learning which promote the five counting principles outlined by Gelman and Gallistel (1986).