Case Study: Enhancing Mathematics Education in Tribal Schools through P Learn’s Activity-Based Learning Tools

Introduction

Government Tribal Upper Primary School (GTUPS) Kumily and Government Tribal School Pettimudi serve students from tribal communities in Idukki, Kerala, where traditional teaching methods often fail to address cultural disconnects and resource constraints. P Learn’s mathematics lab items, designed for grades 1–4 using the Concrete-Representational-Abstract (CRA) approach, have revolutionized math education in these schools. This case study examines how P Learn’s hands-on tools have boosted student engagement, improved attitudes toward mathematics, and fostered long-term educational aspirations, offering a scalable model for tribal education under initiatives like Dharti Aaba Janjatiya Gram Utkarsh Abhiyan (DA-JGUA).

Background

Tribal students at GTUPS Kumily and Pettimudi historically found mathematics intimidating due to abstract pedagogy, limited home resources, and cultural misalignment. P Learn introduced Mathematics in a Box, a CBSE-compliant kit featuring tools like “Add and Count Rods” (MLB8221), “Grouping & Counting” (MLBP098), and “Small & Big” (MLBP118). These manipulatives, tailored for primary students, leverage the CRA approach to build conceptual understanding through tangible objects before transitioning to abstract thinking. At Pettimudi, where 90% of students are tribal, teachers faced significant challenges conveying math concepts due to language and cultural barriers, as noted by Johnson K, Mathematics Teacher.

Implementation

P Learn equipped both schools with mathematics labs featuring counting beads, shapes, number mats, and culturally relevant manipulatives. In May 2024, P Learn visited Pettimudi, identified the need for tailored tools, and provided lab items for primary students, demonstrating their use under teacher guidance. At GTUPS Kumily, students interacted with tools like “Small & Big” (MLBP118) to compare sizes and “Grouping & Counting” (MLBP098) to develop number sense through color-coded blocks. Teachers encouraged exploratory learning during and after classes, creating an engaging environment that resonated with tribal students’ cultural contexts.

Impact on Students

P Learn’s lab items delivered transformative outcomes across both schools:

• Increased Engagement: At Pettimudi, Johnson K reported, “Since receiving P Learn’s tools, our students have shown remarkable enthusiasm, attending classes eagerly and learning core concepts like number sense through play-based activities.” Similarly, at GTUPS Kumily, students who once avoided math now spend extra classroom time exploring lab resources, mirroring trends at GGHS Haripad, where grades 8–10 students engaged in weekly lab practices to explore geometry concepts like the Pythagoras theorem.
• Improved Attitude Toward Mathematics: Prince, Mathematics Teacher at GTUPS Kumily, noted a surge in students’ passion, with tools like counting beads transforming math into an interactive experience. Johnson K echoed this at Pettimudi: “These tools have enabled our primary school teachers to effectively teach number awareness, while students unknowingly grasp advanced mathematical principles through engaging games.” At GGHS Haripad, students reported associating math with real-life scenarios, boosting motivation, a trend evident in both Idukki schools.
• Enhanced Learning Outcomes: Early data from GTUPS Kumily shows improved conceptual understanding, with students mastering number sense and measurement. At Pettimudi, Johnson K highlighted that 90% tribal students learned advanced principles through play, overcoming prior barriers. GGHS Haripad’s qualitative findings, showing better grasp of complex concepts after six months, suggest GTUPS and Pettimudi will see similar gains as programs mature.
• Parental Feedback: Parents at GTUPS Kumily reported children discussing math enthusiastically at home, a shift from disinterest. This aligns with Pettimudi, where community engagement strengthened as students shared their excitement, reinforcing education’s relevance in tribal households, similar to Haripad’s extended classroom enthusiasm.

Long-Term Benefits

P Learn’s initiative offers enduring benefits for tribal students:

• Sustained Academic Growth: Early engagement with CRA-based tools builds critical thinking, preparing students for advanced math and reducing the 55% primary dropout rate.
• Cultural Empowerment: Tools incorporating tribal heritage (e.g., patterns in manipulatives) foster pride, aligning with DA-JGUA’s cultural preservation goals.
• Holistic Development: Increased classroom time and curiosity-driven projects enhance self-directed learning, boosting retention and aspirations.
• Community Impact: Enthusiastic students inspire parental support, potentially increasing advocacy for educational resources in tribal communities.

Conclusion

The introduction of P Learn’s mathematics lab items at GTUPS Kumily and Pettimudi demonstrates the transformative power of activity-based learning in tribal education. By addressing cultural and resource barriers, these tools have ignited a passion for mathematics, empowered students, and strengthened educational aspirations within the community. The success of this initiative underscores the importance of hands-on, culturally responsive education in tribal schools, offering a model for other institutions to follow. Expanding such programs with community-inspired resources can further enhance their impact, ensuring that tribal students continue to thrive academically and culturally.