Numeracy-on-a-Budget: A Design-Based Study of Low-Cost Embodied Numeracy Using Recycled Manipulatives in Early Childhood

Abstract

This classroom study examined whether a low-cost, recycled bottle-cap game can strengthen early numeracy during routine preschool instruction. Using a descriptive, two-week design, four children (ages 4–5) completed a baseline week with worksheet activities followed by a play-based week using recycled caps to support matching quantity to numerals and numeral recognition. Performance was rated on a four-point rubric (BB=1, MB=2, BSH=3, BSB=4) and coded with standardized observation procedures. Class means increased from 1.50 to 2.75 on both indicators (average gain = +1.25 levels), and the proportion of children achieving at least an independent/competent level (≥BSH) rose from 0% (0/4) to 50% (2/4). No child regressed on any indicator. Observational notes suggest that a least-to-most prompting sequence—especially a “count-while-touching” routine—helped stabilize one-to-one correspondence while keeping numerals salient. Findings indicate that a brief (10–15 minute), recyclable, and easily scaled activity can shift performance from “emerging” toward “independent” within typical classroom constraints. While results are descriptive due to the small sample and ordinal outcomes, they provide promising practice-proximal evidence to inform subsequent, larger evaluations.