The Effect of Fraction Block-Assisted Project-Based Learning on the Numeracy Ability of Grade IV Students

Abstract

Numeracy in elementary mathematics involves more than calculating numbers; students also need to interpret information, use mathematical representations, and make decisions based on what they understand. This study examined differences in fourth-grade students’ numeracy performance after learning geometry through Project-Based Learning (PjBL) supported by Fraction Blocks and direct instruction. A quasi-experimental study with a posttest-only control-group design was conducted with 64 students at MI Ushuluddin Singkawang, Indonesia. Thirty-two students participated in the PjBL–Fraction Blocks group, while 32 students received direct instruction. Students’ numeracy was assessed through three constructed-response items covering the use of mathematical numbers and symbols, analysis of visual information, and interpretation of results. Because the data were not normally distributed, the Mann–Whitney U test was used to compare the two groups. The PjBL–Fraction Blocks group obtained a higher mean score than the control group (89.88 vs. 41.44). The difference was statistically significant (U = 0.00, Z = −6.932, p < .001), with a large effect size (r = .87). The findings suggest that combining project-based activities with concrete geometric manipulation can support students in connecting visual experiences with mathematical reasoning. The study also highlights the potential of adapting Fraction Blocks beyond fraction instruction to support geometric composition and decomposition.