Abstract

This study examines the use of LEGO models in teaching fractions to develop mathematical problem- solving competence among fourth-grade students. Through hands-on activities involving the manipulation, exploration, testing, and modification of LEGO models, students develop visual representations of fractions and apply their mathematical knowledge to problem-solving tasks. The learning activities are designed and organized according to a process comprising problem identification, solution proposal, implementation, and evaluation. The outcomes are assessed through changes in students’ academic performance and demonstrated mathematical problem-solving competence. The study helps clarify the potential of LEGO models as instructional tools for teaching fractions in Grade 4.

Keywords: Fourth-grade students, fractions, LEGO, mathematical problem-solving competence, mathematics teaching.