Clicking Into Algebra: Exploring Lego® Manipulatives’ Impact on At-Risk Grade 8 Learners’ Algebraic Reasoning Skills

This action research investigates the effectiveness of LEGO® manipulatives in improving the algebraic reasoning skills of at-risk grade 8 learners. The study aims to determine if incorporating hands-on activities with Lego bricks leads to statistically significant gains in students’ understanding and applying algebraic concepts. A purposive sample of 8 grade 8 students identified as at-risk in mathematics participated in the study. Selection criteria included past academic performance, teacher observations of learning difficulties, and documented learning challenges. This research employed an action research design with iterative cycles of implementation, observation, reflection, and refinement. The intervention involves integrating LEGO® manipulatives into lessons targeting key algebraic concepts. These activities will promote a deeper understanding of mathematical relationships and problem-solving skills. Pretest and post-test were administered, assessing algebraic reasoning skills to measure quantitative changes. Additionally, qualitative data will be gathered through classroom observations, student interviews, and teacher reflections. This data triangulation will provide a holistic understanding of the interventions’ impact. According to the results, the post-test scores of students who participated in the Lego manipulatives intervention improved statistically significantly compared to their pretest levels. Qualitative data from observations, interviews, and reflections reveal increased student engagement, improved conceptual understanding, and enhanced problem-solving skills when utilizing LEGO® manipulatives. This action research can potentially demonstrate the effectiveness of LEGO® manipulatives in fostering algebraic reasoning skills among at-risk students. Developing more engaging and successful methods for teaching algebra to at-risk students may result in positive outcomes, which will also provide essential insights into mathematics education and inspire instructional approaches that accommodate a variety of learning styles. However, limitations inherent to action research, such as the small sample size and potential for research bias, necessitate further investigation in larger-scale studies.