Effect of LEGO-Based Curriculum on Better Understanding of Mathematical Concepts among First-Grade Students
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Abstract
The overall objective of this study was to evaluate the use of LEGO-based curriculum on first grade students' understanding of mathematical concepts. The study population consisted of all first grade students in Tehran. Performances LEGO-based curriculum the school complies with its peers based on age, sex, fees received, the area and educational facilities. In this study, the sampling method, and targeted schools that agreed the project was done. A total of 30 first- grade students (15 males, 15 female) as students enjoyed the LEGO -based instruction and 30 students without the benefit of a LEGO -based implementation as control group randomly selected. To collect data in this study has been made by researchers from the Czech list. In this Czech lists several questions to gauge respondents' demographic information and to assess the hypothesis in which five closed-ended questions were used for assessing each components and the answers were set on a 5-point Likert scale. The results showed that the use of LEGO -based curriculum to better understanding the concepts of horizontal and vertical lines of symmetry, numerical and geometrical patterns in first-grade pupils in Tehran’s influence. However, the results showed that the use of LEGO -based curriculum to better understanding the implications of the concept of ten categories has no effect.
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