THE EFFECT OF LEGO MANIPULATIVE USE ON STUDENT PERFORMANCE IN THE MATHEMATICAL SKILLS OF THE 2ND GRADE: PARENTS 'AND STUDENTS' VIEWS
The purpose of this study was to investigate how the use of the action-based manipulatives affects students' problem-solving skills, fluency, understanding, and reasoning ability in mathematics classrooms. A case study was conducted as an out-of-school project with seven second grade students who were part of the study group. Data collection instruments included interview protocols, student observation forms, and student worksheets. Data were collected from the students and their parents. Linguistic and content validity were checked by experts in the field. Finally, the data were analyzed descriptively. The results showed that the performance of the students was above 85%. Solving questions with both software and physical materials made the learning process easy. Students socialized and shared opinions and solutions. Parents reported that the use of this teaching tool encouraged students' creativity in 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, which improved their problem-solving skills and mathematical fluency. Constructing physical models using LEGO materials and MathBuilder software also facilitated their understanding of abstract concepts. The suggestions presented in this study are important and pave the way for the use of hands-on materials and 3D software for teaching abstract concepts in the classroom.