A study of the laboratory material in fraction teaching based on students' perspective Author: Ruzica Pajic The purpose of this study is to achieve a deeper understanding of the laboratory material significance in school mathematics. In this master thesis has been examined how children's perspectives are affected in 6th grade based on how learning materials are used in mathematics education . In earlier research reported children's learning and how it is portrayed by the cognitive, cultural and socio-cultural perspective. These perspectives are presented and compared theorists ; Vygotsky and Bruner with each other. These theorists have been chosen because they present the basics of using the learning materials in schools . In this study, laboratory material for teaching purposes , the laboratory material that students can use is , fractions rods. Laboratory materials have been defined based artifacts according to Wartofsky (1979) can be divided into three categories : primary , secondary and tertiary . I have chosen to work from artifacts when I have interpreted and drew conclusions based on theory and research. During the observations in the classroom I could see the perspective of children affected depending on how they used the laboratory material. Students could use the material in three different categories. This was evident in the interviews held in the focus groups. The results showed that most children used the secondary artifact , there were some students who used both the tertiary and the primary artifact. The children came up with the teacher as an important factor if prima facie they learn and this came up clearly in the observations and interviews . It is the teacher's instructions and guidelines that affect the child's perspective , and it has great impact on how children learn fractions. How does the use of learning materials the children's perspective and what impact it has on how they learn ? The results turned out to students' perspectives from the three categories . Students who used the secondary and tertiary artifact experienced laboratory material positive and instructive. The students described in their interviews that they could be active, team-working, have a variety and get a greater understanding of fractions. The students who used the primary artifact did not understand how to use learning materials in teaching. The difficulties that students experienced when they would use laboratory material was primarily due to teachers' instructions . The students did not understand how to use the material and it was not sufficiently specific and clear to them. Some students thought that it is teachers who have the answers . The observation could interpreted in that some students had difficulty understanding the task when they did not actively participate . Mostly in the study experienced students when they assumed the secondary and tertiary artifact that fights the data became more concrete with the help of rods , leading to the sense of reality that also led to increased communication between students.