Utilizing Natural Materials in Early Mathematics Education: Applying Bruner’s Theory to Early Childhood Learning in Surakarta

Abstract

Early mathematics education is a fundamental aspect of children's cognitive development and plays a crucial role in their future academic success. However, conventional teaching methods in early childhood education (ECE) often rely on lectures and worksheets, lacking exploration and deep conceptual understanding. Bruner’s learning theory (1966), which consists of enactive, iconic, and symbolic stages, provides an effective framework for early mathematics learning by emphasizing active engagement through concrete experiences before moving to abstraction. This study investigates the impact of nature-based early mathematics learning using Bruner’s approach on the cognitive achievement of young children. A quasi-experimental research method with a one-group pretest-posttest design was employed. The participants consisted of 4–5-year-old children from a preschool in Surakarta, Indonesia. The findings revealed a Cronbach Alpha score of 0.732 and a significant improvement in children's cognitive abilities after implementing nature-based learning with Bruner’s approach. These results suggest that integrating natural materials into early mathematics education can enhance children's understanding of mathematical concepts by providing richer and more meaningful sensory experiences. Additionally, this research contributes to the literature by exploring an alternative and innovative teaching strategy that leverages natural resources to support early childhood learning. The study has practical implications for educators, encouraging the adoption of nature-based learning to foster interactive and developmentally appropriate mathematics instruction. Future research should explore long-term effects and broader applications of this approach in different educational settings.