In traditional classroom, teachers always use an oversimplified way to provide students with knowledge or information in learning fraction number. Although fraction number plays an important role in our daily life, many students are not familiar with it. Graphs are mainly used in teaching fraction number in traditional learning and it results in a memorized knowledge without understanding. Meanwhile, the theories are not well understood and it is difficult for students to apply in different fields. Eventually, students’ motivation is reduced.
Object of Study in the third grade students of regular class. In order to study explanation diagnosed results can be effectively teaching. We chose a semester school third grade the mathematical test scores are compared. Choose the most difference in average scores for the study in four classes. In this research two groups person number is 64 people. By Independent-Samples t Test found that these four classes of students math degree and no significant differences.
A total of 128 students engaged in the research to learn fractions. Not only in the third grade students also have the professional training students. In this research average is 9-year-old. 64 students are taught in traditional environment and other 64 students are taught with authentic LEGO Mindstorms with a pre-test and post-test.
Schon situated learning (1987) proposed a "knowledge in action" and
"reflection in action," to show that environment is important for learning. The purpose of this research is to apply LEGO Mindstorms to develop an authentic learning environment for teaching fraction. Students are wondering about the purpose of learning mathematics in real life. Therefore, bridge the knowledge and experience will motivate their learning.
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