Linking Lego and Algebra

Linking Lego and Algebra

Sue Pawula

Summary

            Using legos as a medium for student connection to real world commerce, investments of time and intellect while looking for solutions, use of information from multiple sources while looking at a variety unique perspectives, collaboration development, and solution location, as well as interpretation of the solutions in context to the problem, is a model that will help students connect the classroom to real life situations. Students were required to think concretely and abstractly while discussing, exploring, and investigating variables related to the different combinations of solutions available.  They were encouraged to track the relationships of their variables by using a table representation.  Student discussion and analysis moved the project forward as they were asked to look at the relationship of the quantities of legos needed to make maximum profit if they were to produce sets of legos that could allow consumers to build “ducks” and “dogs” as a product line.  Students also were asked to speculate on how an additional lego piece could affect the profit margin.  The term “marginal value” was introduced in respect to adding another piece and reflection was encouraged on how that would affect the final profit dependent on the cost of the additional piece.

Using computers, students entered data in spreadsheets on a different lego scenario and connected its elements to the context of the problem.  They were introduced to the term “objective function” and told that their objective was to generate the most profit from their lego product line.  They also found that spreadsheet cells contain formulas that are actually algebraic representations and shown their correlation to an equation.  This was and extension of the table to actual algebraic representation. 

Next students were asked to discuss each other’s reasoning and look at multiple combination scenarios to evaluate.  They were surprised that they could work out solutions on their computers and that it enhanced their exploration.  The technology allowed the students to be introduced to algebraic formulas that are built into spreadsheets and to see how these could be used in real-life connections.

Finally, the framework for this exercise provided an authentic task and a modeling cycle for students to build real work connections, identify variables and relate variable in real problems, and develop varied solutions through reasoning alone.

Reflection

The student connections developed and described in this article were very complex.  It is amazing that taking such a basic and simple toy like a lego and giving students only a few scenarios with variable to explore could result in such a plethora of idea generation.  Students said it was challenging and made them think and consider other perspectives, which is what we want to hear from our students.  This truly allowed them a to participate in a project that could be segued into real world situations.  The help provided by technology, surprised students and at the same time allowed them to see that spreadsheets are set up like algebraic equations.  I think students really bought into the entire experience.  I think the only caveat that classroom teachers might have would be related to the amount of time it took to conduct the lessons and the students buy in that is necessary to accomplish all that was done for this article.

Ozgun-Koca, S.. A., Edwards, T. G., & Chelst, K. R. (2015).  Linking lego and algebra, Mathematics Teaching in the Middle School, 20(7), 400-405.