Abstract
This study explored the impact of manipulatives in Grade 2 mathematics at the School of the Nations, Georgetown, Guyana. Despite known advantages, manipulatives are underutilized in classrooms, leading to decreased engagement and weaker problem-solving skills. Using action research, this study introduced base-ten blocks, geometric shapes, and clock faces across selected lessons. Twenty-six pupils participated, and data were collected via observations and assessments. Results revealed significant improvements: comprehension of place value and arithmetic increased by 20%, understanding of time by 25%, and geometry skills by 15%. Pupils demonstrated heightened engagement, motivation, and confidence. The study concluded that manipulatives effectively enhance understanding, participation, and retention in mathematics. Recommendations include integrating manipulatives into daily teaching and conducting long-term studies with larger samples.