Learning Potential in Mathematics through Imagination and Manipulation of Building Blocks

Abstract

In line with scientific literature, there is a growing interest in building-block play. In fact, through this kind of play, children acquire both the abilities for abstract thought and symbolic representation and an understanding of rules—all of which are fundamental for mathematical understanding. This study explores the relationship between constructive play, mathematical skills, and mental imagery in children aged 10 to 12 years through the applications of three kinds of test: LEGO® block play, objective mathematical tests for primary school, and mental imagery tests (MITs). Gender did not significantly affect the tests’ outcomes with the exception of the MIT visuo-spatial memory subtest, on which males reported better scores. Mental imagery correlated positively and significantly with all the variables involved in this study. Moreover, mental imagery was shown to have a mediating role in the relation between block play and mathematics. The results of this study may be useful for developing teaching and learning techniques based on construction play.

DOI: 10.5901/mjss.2015.v6n4s3p152