Abstract
The study aimed to examine mathematics teachers’ materials usage in instructional design and was carried out via qualitative paradigm of action research with eight teachers working at the Ministry of National Education. Eleven sessions were held in total and data were gathered through semi-structured interviews, written documents, video recordings and focus group interviews. The data were analyzed via content analysis and constant comparative analysis. The results revealed while manipulatives in pre-education could be only observed by students; in post-education they were experienced by students, with teacher acting as a guide.
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