The impact of discovery-based learning with physical manipulatives in teaching the area of triangles and quadrilaterals on students’ achievement

Abstract

Discovery-based learning is characterized by a learning environment where students are not passive observers but actively construct new knowledge, which is expected to contribute to their cognitive development. Since it is desirable for students to reflect on their physical actions during this process and considering the positive effects of using physical manipulatives in the teaching process, it naturally follows that discovery-based learning with manipulatives in mathematics education could potentially have a positive impact on students' knowledge acquisition and skill development. The aim of this research is to examine the impact of discovery-based learning with manipulatives, specifically tangram models made from cardboard, on sixth-grade students' achievements in learning the area of triangles and quadrilaterals. The sample consisted of students from four classes at an elementary school in Vranje, Serbia. The research results indicate that discovery-based learning with physical manipulatives leads to better student performance in solving higher-complexity mathematical problems, specifically those that require applying the key property of finite additivity. Also, results support previously observed characteristics in literature - the positive impact of the heuristic approach to teaching on the retention of acquired mathematical knowledge.