Sultana, NazminSarker, Julia Islam2026-09-132026-09-1320262026-06ID 23357002https://hdl.handle.net/10361/29844This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education in Educational Leadership and School Improvement, 2026.Cataloged from PDF version of thesis.Includes bibliographical references (pages 69-75).Integrating diverse teaching and learning materials in math classes is an effective strategy for developing students' conceptual understanding. Students construct knowledge through discovery as they engage with real-life objects. This study explores the application of teaching-learning materials in primary section math classes in English-medium school settings. The focused areas of this study are: teachers' perceptions of developing and integrating diverse materials; teachers' classroom practices; school guidelines and support; and, lastly, the challenges of implementing those materials. To conduct the research, a qualitative approach was employed. The data of this study were collected through in-depth interviews and classroom observations of 12 math teachers from 6 English-medium schools in Dhaka city. The analysis used an inductive thematic approach, which revealed that teachers consider using diverse materials the most important plan of action, as it can engage all types of learners and help contextualize math in real life. The teachers used mostly low-cost, no-cost, sensory, and easily available objects for lesson delivery and student engagement. Some schools have systematic guidelines for using Teaching-Learning-Materials in math classes and provide various forms of support, whereas the rest lack a strict policy. All schools arrange PDT to improve overall teaching practice, but very few focus on math capacity-building. However, implementing TLMs can be challenging, as they are time-consuming and resource constraints are common in newly established schools. Moreover, some teachers require pedagogical soundness about the strategic implementation of TLMs. This study proposes extensive, specialized teacher-training sessions on the strategic and effective use of TLMs in math classes. It also recommends establishing a common guideline for all English-medium schools so that teachers can follow the same direction and maintain a high teaching standard.98 pagesen-USAttribution-NonCommercial-NoDerivatives 4.0 InternationalBRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.http://creativecommons.org/licenses/by-nc-nd/4.0/Learning materialsTeaching materialsStrategic applicationEnglish-medium schoolsElementary educationMathematics teachersMathematics--Study and teaching (Elementary).English-medium instruction--Bangladesh.Elementary school teaching--Bangladesh.Teaching--Aids and devices.Elementary school teachers--Bangladesh--Attitudes.Thesis