The effects of the use of lego moretomath instructional tool on the 2nd graders' math problem solving, fluency, understanding and reasoning skills: The case study

The purpose of this study was to investigate how the use of the activity-based Lego MoretoMath educational tool affects students' problem solving, fluency, understanding and reasoning skills during math lessons. It explored the benefits and problems that arise when integrating hands-on materials and computer software in the classroom. A case study was conducted as an after-school project in the 2014–2015 spring term. Seven second grade students were included in the study group, (four boys and three girls), mostly attending public elementary schools in Turkey. Data collection tools included interview protocols, observation forms, and student papers. Data were collected from students, their parents and teachers to ensure validity in the study. Finally, data was analyzed descriptively Findings revealed that students solved assigned problems easily using the MathBuilder software and Lego materials. Average student performance was above 85% for eight activities, indicating that most students answered most questions correctly. The easiest activities featured shopping with a focus on problem solving skills and swimming with a focus on understanding. The most common mistake for all students was not reading questions thoroughly enough. Student performances showed different outcomes after instruction. Those who reported enjoying math were successful in gaining fluency and modelled their answers easily. Even students who reported not liking math before instruction had positive results, enhancing their problem solving skills and understanding abstract concepts more easily. Students also gained self-confidence. Partitioning is a new concept for second grade students, but students understood it well after the MoretoMath supported task. They liked the instruction and found it funny. Solving questions with both software and physical materials made the learning process easy. Students socialized, sharing opinions and solutions with each other. The teacher, who agreed to use the MathBuilder software and Lego materials voluntarily, identified several positive outcomes pertaining to the instruction. He 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. The teacher incorporated the Lego materials more than computer software. In interviews, parents revealed that after instruction their child demonstrated increased learning responsibility, more speed when taking tests, and improved math fluency. Their children liked the course and could apply what they learned in daily life, such as with the shopping activity. Parents generally felt that using computer software and Lego materials—mostly known as toys—was an interesting method for teaching math and that was easier for their children after instruction. They liked that students had the chance to learn and explore abstract concepts with fun, social place. 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. During the group work, they practiced caring and listening. The suggestions presented through this study are important and pave the way to establishing the advantages and disadvantages of Lego MoretoMath activities as an educational tool for parents, teachers, and developers. Keywords: Activity-based Lego MoretoMath, math, elementary, second grade, case study, MathBuilder, computer-assisted instruction, problem solving, fluency, reasoning, understanding, parental beliefs, curriculum