ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— Grade 7 mathematics presents critical challenges as learners transition from concrete arithmetic to abstract algebraic thinking, with rational numbers consistently identified as a significant obstacle to conceptual understanding and problem-solving skills (Jarrah et al., 2022 & Singh et al., 2021). This study presents the needs assessment phase of a three-phase research project investigating how tangible mathematics can enhance grade 7 learners’ engagement, understanding, and problem-solving in number and algebra. Using a mixed-methods approach, data were collected from 17 mathematics teachers and 84 grade 7 learners through surveys, interviews, classroom observations, and learner assessments to identify the least mastered topics and evaluate current instructional approaches. Findings revealed unanimous agreement (100% of teachers) that operations with rational numbers represent the most challenging topic for Grade 7 learners, with 78.6% rating these operations as “very difficult” compared to strong performance in geometry topics. Analysis showed a sharp contrast between learners’ confidence with visual-spatial concepts (mean rating 4.77/5.00) versus rational numbers (1.12/5.00). Despite experienced teachers (averaging 15.35 years), large class sizes (average of 49 learners) and a complete absence of manipulative use in current instruction were identified as significant barriers. All learners (100%) preferred visual aids and hands-on materials. These findings provide a clear direction for developing targeted tangible mathematics interventions for rational number concepts, addressing the identified content challenges and learners’ preferred learning modalities. Keywords — Tangible mathematics, learners, needs assessment, rational numbers, understanding, problem-solving, engagement.