REFERENCES
Abdul-Karim, I., Kasimu, A., Rahaman, M., Kanimam, S., Imoro, M., &
Dokurugu, Y. (2023). The use of mathematics manipulatives in improving
learners’ understanding of mathematics. African Journal of Educational
Studies in Mathematics and Sciences, 19(2), 45–59.
Amidu, M., Salifu, A., & Nyarko, J. (2020). The use of algebra tiles in teaching
algebraic concepts among junior high school learners. African Journal of
Educational Studies in Mathematics and Sciences, 16(2), 63–79.
Booth, J. L., Newton, K. J., & Twiss-Garrity, L. K. (2014). The impact of
conceptual understanding on algebra learning. Journal of Educational
Psychology, 106(3), 747–762.
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the
efficacy of teaching mathematics with concrete manipulatives. Journal of
Educational Psychology, 105(2), 380–400.
Castro, A. (2017). Effects of algebra tiles on mathematics achievement
among learners with learning disabilities. International Journal of Special
Education, 32(1), 50–64.
Chiogna, M., Marcolini, S., Engel, R., & Wohlmuth, J. (2024). The effectiveness
of algebra tiles in learning algebraic concepts. Mathematics Education
Research Journal, 36(1), 50–69.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative,
quantitative, and mixed methods approaches (5th ed.). Sage.
Ergene, O., & Haser, Ç. (2021). Teaching quadratic equations using algebra
tiles. International Journal of Mathematical Education in Science and
Technology, 52(8), 1181–1198.
Errabo, D., Dela Rosa, M., & Gonzales, R. (2024). Differentiated instruction
through mathematics manipulatives. International Journal of Educational
Research, 14(1), 55–71.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience
sampling and purposive sampling. American Journal of Theoretical and
Applied Statistics, 5(1), 1–4.
Furner, J. M., & Worrell, N. L. (2017). The importance of using manipulatives
in mathematics instruction. Transformations, 3(1), 1–10.
Ganley, C. M. (2018). Gender differences in mathematics achievement.
Educational Psychologist, 53(2), 83–102.
Gullion, K. (2024). Learner engagement through mathematics manipulatives.
International Journal of STEM Education, 11(2), 1–14.
Hattie, J. (2015). Visible learning: A synthesis of over 800 meta-analyses
relating to achievement. Routledge.
Larbi, E., Appiagyei, E., & Banson, K. (2024). Effectiveness of algebra tiles in
improving algebra achievement. African Journal of Mathematics Education,
18(1), 65–81.
Liu, X., Feng, H., Chen, Y., Kang, J., & Zuo, H. (2024). Active learning through
mathematics manipulatives. Education Sciences, 14(2), 1–18.
Marley, S. C., & Carbonneau, K. J. (2014). Future directions in manipulative-
based mathematics instruction. Educational Psychology Review, 26(1), 1–15.
McNiff, J., & Whitehead, J. (2018). Action research: All you need to know (3 rd
ed.). Sage.
Ministry of Education. (2019). Mathematics curriculum for primary schools.
NaCCA.
Moyer-Packenham, P. S., & Westenskow, A. (2016). Effects of virtual
manipulatives on student achievement and mathematics learning.
International Journal of Mathematical Education in Science and Technology,
47(2), 194–215.
National Council of Teachers of Mathematics. (2012). Principles to actions:
Ensuring mathematical success for all. National Council of Teachers of
Mathematics.
Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students
(7th ed.). Pearson.
Salifu, A. (2022). Challenges associated with the use of algebra tiles in
mathematics instruction. Ghana Journal of Mathematics Education, 8(1), 40–
55.
Saraswati, R., Putra, A., & Hidayat, N. (2016). Algebra tiles and learners’
understanding of linear equations in one variable. Journal of Mathematics
Education, 7(2), 101–114.
Smith, T. (2017). Limitations of algebra tiles in teaching higher-order
algebraic concepts. Mathematics Teaching Review, 29(3), 60–72.
Star, J. R., Rittle-Johnson, B., Lynch, K., & Perova, N. (2015). The relationship
between conceptual understanding and procedural fluency in mathematics.
Journal for Research in Mathematics Education, 46(4), 404–434.
Ünlü, M. (2022). Mathematics manipulatives and learners’ achievement.
International Journal of Instruction, 15(3), 721–738.