Investigating the use of concrete materials in the teaching of mathematics in primary one; insights from two public primary schools in Wakiso district, Uganda
Date of Award
Master of Education (MEd)
Prof. Anjum Halai
Ms. Mary Anyango Oluga
Institute for Educational Development, East Africa
The purpose of this study was to investigate how teachers use concrete materials in the teaching of mathematics in a primary one class. The study describes a qualitative study research that was conducted in two public primary schools in Wakiso district, Uganda. Two teachers of primary one from two schools and a workshop of 13 participants constituted the population for the study. Data was collected using document analysis, interview guides and lesson observations. Data was analysed using descriptive and verbatim quotations. Concrete materials are real objects that have both visual and tactile appeal used by teachers to facilitate teaching and learning process in order to enable learners understand mathematical concepts that are abstract. When children understand mathematical concepts and competences in their early years, it will not only lay a firm foundation for other academic levels but also creates an opportunity for shaping their career path for future employment. The study found out that teachers were knowledgeable about the potential and purpose of using concrete materials in teaching and learning mathematics. However, they did not necessarily make an optimal use of these in teaching. Concrete materials appeared to support the learners understanding of mathematical concepts and competences during the teaching of mathematics. There were factors such as large number of learners, lack of creativity, heavy workload; lack of availability of prepared concrete materials among others that hindered the use of concrete materials during the teaching of mathematics.
Nansubuga Mercy Sharon. (2014). Investigating the use of concrete materials in the teaching of mathematics in primary one; insights from two public primary schools in Wakiso district, Uganda (Unpublished Masters Thesis). Dar es salaam: Aga Khan University