The Effect of LEGO Manipulative Use on Student Performance in the Mathematical Skills of the 2nd Grade: Parents 'and Students' Views

Abstract


 
 
 
 The purpose of this study was to investigate how the use of the activity-based LEGO MoretoMath manipulative (concrete and virtual materials) affects students’ problem solving, fluency, understanding and reasoning skills during math lessons. A case study was conducted as an after-school project with seven second grade students were included in the study group (four boys and three girls). Data collection tools included interview protocols, observation forms, and student worksheets. Data were collected from students and their parents to ensure validity in the study. Finally, data were analyzed descriptively. Findings revealed that students performance was above 85%. Solving questions with both software and physical materials made the learning process easy. Students socialized, sharing opinions and solutions. Parents reported that using this educational tool enhanced students’ creativity while learning abstract concepts and provided opportunities for regular communication and cooperative group work in class. As a result, students learned alternative ways to solve problems, enhancing their problem solving skills and math fluency. Constructing physical models with LEGO materials and MathBuilder software also made it easier for them to understand abstract concepts. The suggestions presented through this study are important and pave the way to using both hands-on materials and 3D software for abstract concepts teaching in the classroom.