The Use of Adaptive Mathematics Manipulatives to Support Number and Shape Recognition Skills in Inclusive Early Childhood Education Classrooms

Abstract

This study aims to improve the ability to recognize numbers and shapes in inclusive PAUD children by using adaptive mathematical teaching aids.  The research method used is classroom action research (PTK) with inclusive PAUD children as research subjects. This research is a qualitative research using the literature study method, which is a series of activities related to the method of collecting library data, reading and taking notes, and managing materials. This study aims to determine the efforts to use teaching aids in mathematics learning for early childhood. The results of this study indicate that the use of teaching aids in mathematics learning for early childhood. The results of this study show that the use of mathematics learning devices, especially mathematics teaching aids, can be categorized as as a positive result, because by using teaching aids it can help and make it easier for teachers to introduce mathematics learning and mathematics skills to students and has a positive impact on increasing children's attention in creating interesting and enjoyable learning activities. The use of teaching aids also categorized as a fairly efficient result. Because the impact can be observed in real terms, namely through a sense of enthusiasm and high enthusiasm for learning. shown by children during teaching and learning activities, the points on the outline, with the use of teaching aids in mathematics learning for children aged  Early childhood influences children's understanding and learning activity in the classroom.