<![CDATA[This study aims to strengthen elementary students’ conceptual understanding of basic mathematical concepts through an integrated instructional framework that combines concrete and virtual manipulatives, culturally contextualized learning tasks, and teacher-focused pedagogical content knowledge development. Using a library-based research method, the study systematically collected, evaluated, and synthesized empirical findings from the last five years to construct a theoretically grounded and evidence-based model for enhancing conceptual learning. The reviewed studies demonstrate that multimodal manipulatives significantly support students’ ability to form relational mathematical understanding, leading to higher post-test scores, improved retention, and better transfer to new contexts. Additionally, the analysis highlights that teacher conceptual pedagogical knowledge plays a critical mediating role, as classrooms led by well-prepared teachers show deeper mathematical discourse, reduced misconceptions, and more meaningful engagement. The novelty of this study lies in its dual-path approach, which simultaneously targets student learning through representational scaffolding and teacher learning through concept-focused professional development—an integration rarely addressed in early-grade mathematics research. Furthermore, the cultural embedding of mathematical tasks offers a contextually relevant contribution that responds to global calls for inclusive and locally meaningful mathematics instruction. Overall, the study proposes a comprehensive and scalable instructional model that can be adapted across diverse educational settings. In conclusion, the synthesis reveals that combining multimodal manipulatives, culturally responsive design, and strengthened teacher knowledge provides a powerful foundation for improving early numeracy and fostering long-term conceptual understanding in elementary mathematics.]]>
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