Using LEGO for learning fractions, supporting or distracting?

• Main Authors: Rejeki, Sri, Setyaningsih, Nining, Toyib, Muhamad
• Format: Conference Proceeding
• Language: English
• Subjects: Games; Learning; Mathematical analysis; Mathematics; Students
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/1.4983954

The role of games used for learning mathematics is still in debate. However, many research revealed that it gave positive effects on both students’ motivation and performance in mathematics. Therefore, this study aims at investigating the effects of using LEGO-as one of games which students are familiar with, for learning mathematics, on both students’ conceptual knowledge of fractions and students’ attitude in learning mathematics. A set of learning activities consisting three meetings of fractions learning was designed for this study. The activities were mainly about solving word-context problems using LEGO as the model. Thirty students of seven grade with high-ability in mathematics and thirty two students with low-ability in mathematics were involved in this study. The data were collected through students’ written works, video registration and field notes during the teaching and learning activities. The results indicate that in general the use of LEGO in learning activities support the conceptual understanding on fractions for both students with high-ability and low-ability in mathematics. Moreover, for students with low-ability in mathematics, it promotes the computational skill of fractions operation. The evidences also suggest that bringing LEGO into classroom activities improve students’ motivation and engagement. However, in some cases, students were more focus on playing than learning. Therefore, teachers play important roles on providing clear pedagogical instructions about the way to use LEGO properly.