Researchers from Loughborough University and the University of Surrey have examined how a six-week, teacher-led LEGO programme affected the spatial reasoning and maths skills of 409 primary school children.
The team found that the programme - known as 'SPACE' (SPAtial Cognition to Enhance mathematical learning) - resulted in improvements in children's mental rotation skills (the ability to visualise and manipulate objects in their minds) and mathematics performance. The findings have been published in the journal Mind, Brain, and Education.
Professor Camilla Gilmore, Professor of Mathematical Cognition at Loughborough University and co-author of the study, said: "The results of this study were clear - children who participated in the SPACE programme showed significant improvements in their spatial and maths abilities compared to those who received standard instruction.
"This suggests that simple, hands-on spatial activities can have a powerful impact on learning and are an important avenue to improve children’s achievement and enjoyment of mathematics."
The SPACE programme involved training teachers on the importance of spatial reasoning and, via a booklet with visual instructions, how to guide their students (aged six to seven) through structured LEGO building exercises. Teachers were encouraged to prompt students to think spatially, for example, to visualise and mentally manipulate the blocks, fostering their spatial skills.
Spatial interventions such as SPACE have also been shown to support inclusion, particularly for children from disadvantaged backgrounds and children with Special Educational Needs and Disabilities (SEND). In fact, children from disadvantaged backgrounds often show larger gains in mathematics competence compared with their peers, say the researchers, suggesting that opportunities to think and work spatially could contribute to closing attainment gaps.
Professor Emily Farran, Professor in Cognitive Development at the University of Surrey and lead author of the study, said: "We've known for some time that spatial reasoning and maths are closely linked, however, most spatial training has been conducted in laboratory settings.
"Our study shows that spatial training delivered by teachers in the classroom is effective, with positive outcomes for their students.
"This research highlights the importance of spatial reasoning in mathematics education. By incorporating spatial activities into the curriculum, we will equip the next generation to meet the heightened demands for critical thinking, problem solving and data-use brought about by technological and AI-enabled change."
To read the paper, titled 'Teacher Delivered Block Construction Training Improves Children's Mathematics Performance', in full, visit the journal website.