Construction play frequency and relations with spatial ability and mathematics performance
The nature of the home mathematics environment (which includes numerical and spatial activities at home) is related to children’s spatial and mathematics performance. The current study investigated concrete and digital construction play frequency and relations with spatial and mathematical skills. Participants aged 7 to 9 years (N = 634) reported their frequency of construction play (concrete and digital) and completed direct measures of spatial ability and mathematics performance. Correlations between measures revealed no association between construction play frequency and outcome measures. This suggests that quantity of construction play is not pertinent for spatial and mathematics skills, however future research should explore whether quality of play is an important factor.
Leverhulme grant number RPG-2019-003
Royal Society Dorothy Hodgkin Fellowship
- Mathematics Education Centre
Published inBritish Journal of Developmental Psychology
Pages72 - 77
- VoR (Version of Record)
Rights holder© The Authors
Publisher statementThis is an open access article under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits use, distribution and reproduction in any medium, provided the original work is properly cited.