Teacher delivered block construction training improves children’s mathematics performance

Lay abstract

Research has shown that children who are good at spatial thinking tend to be good at mathematics and that spatial thinking can be trained. However, most spatial training is delivered by researchers. We present a teacher delivered, whole-class spatial training study for 6- to 7-year-olds that used LEGO® construction. The training was effective; spatial ability and mathematics improved, but not spatial language. Classroom opportunities to engage in structured block building are an effective activity for mathematics improvement.

Abstract

There is robust evidence for a causal association between spatial thinking and mathematics achievement. However, most research has been lab-based with spatial training delivered by researchers. We present a teacher delivered, whole-class 6-week spatial training study that involved professional development for practitioners coupled with teacher-led LEGO® block construction training for 6- to 7-year-olds. Using a quasi-experimental design, N=409 children completed the training and N=103 children formed a business-as-usual control group. For spatial ability and mathematics, but not spatial language, children in the training condition showed improved performance relative to controls. This finding extends evidence of the positive effects of spatial training to an ecologically valid, classroom-based, practitioner-delivered context. The findings suggest that classroom opportunities to engage in block building using pictorial instruction are an effective activity for mathematics improvement. Our findings have implications for school curricula where spatial thinking is largely absent; a spatialised mathematics curriculum could raise children’s mathematics attainment.