Manipulative-Based Mathematics Instruction and Number Sense Development Among Grade 3 Pupils

Abstract

This study explored how manipulative-based mathematics instruction shaped the number sense development of Grade 3 pupils at Dalena Elementary School in San Pablo, Isabela. Using a quantitative instructional association design, it determined the contribution of concrete material use, guided exploration, learner participation, and connection to mathematical symbols to pupils’ place value understanding, number comparison, operation sense, estimation, and flexible problem solving. Data were gathered through a validated researcher-made instrument with a Cronbach’s alpha coefficient of 0.91. Weighted mean, standard deviation, and Partial Least Squares Path Modeling were employed to analyze the data. Findings showed that manipulative-based mathematics instruction was generally high, with concrete material use emerging as the most evident classroom practice. Number sense development was likewise high, particularly in place value understanding and number comparison. However, estimation and flexible problem solving appeared as the weakest area, indicating that pupils still experienced difficulty in judging the reasonableness of answers and using varied solution strategies. Path modeling revealed that all dimensions of manipulative-based instruction significantly influenced number sense development, with connection to mathematical symbols identified as the strongest predictor. The study concluded that manipulatives became more effective when teachers intentionally linked concrete experiences to symbolic reasoning. It recommended strengthening guided questioning, pupil explanation, and problem-based manipulative activities to support deeper and more flexible mathematical understanding among Grade 3 learners