LEGO improves maths and spatial ability in the classroom

(Press-News.org) A simple classroom activity involving a classic childhood staple, LEGO, could improve children’s maths and spatial ability, leading researchers to demand for policymakers to shake up the school curricula and teachers’ professional development. 

A new study, led by the University of Surrey, tested incorporating LEGO building into the daily teaching curriculum, leading to tangible improvements and boosting abilities for students aged six to seven.  

The study, which involved 409 children from schools in Surrey and Portsmouth, demonstrated that the six-week Spatial Cognition to Enhance mathematical learning (SPACE) programme - where teachers led LEGO-based activities - resulted in marked improvements in children's mental rotation skills (the ability to visualise and manipulate objects in their minds) and mathematics performance. 

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." 

The SPACE programme involved training teachers on the importance of spatial reasoning and, via a booklet with visual instructions, how to guide their students 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. 

Professor Camilla Gilmore, Professor of Mathematical Cognition at Loughborough University and co-author of the study commented: 

"Addressing underachievement and reducing disadvantage gaps in mathematics is an ongoing challenge for educators and policy makers. 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.  

Professor Farran added: 

"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." 

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, suggesting that opportunities to think and work spatially could contribute to closing attainment gaps. 

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Professor Emily Farran is available for interview, please contact mediarelations@surrey.ac.uk to arrange.   

The full paper is available at: https://onlinelibrary.wiley.com/doi/10.1111/mbe.70006

An image of Professor Farran is available upon request. 

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