Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics

Wolfgang, Charles H.; Stannard, Laura L.; Jones, Ithel

doi:10.1080/0300443032000088212

Cited by 83 publications

(61 citation statements)

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“…Having children play with these products is an activity that is frequently utilised in schools (Wolfgang & Wolfgang, 1999). As is well known, children's construction play has been linked to later achievements in mathematics and science (e.g., Hanline, Milton & Phelps, 2010;Kersh, Casey, Mercer Young, Spodak, & Saracho, 2008;Wolfgang, Stannard, & Jones, 2003). Kersh, et al reported on the critical role of developing spatial sense in children's mathematics learning and how construction with blocks provides a spatial task that appeals to children.…”

Section: Introductionmentioning

confidence: 99%

“…4 1998; Caldera, Culop, O'Brien, Truglio, Alvarez, & Huston, 1999). Importantly, constructional play with LEGO (Wolfgang, et al, 2003), block play (Kamii, Miyakawa, & Kato, 2004), and spatial abilities are all related to, and predict, mathematical achievement (Burnett, Lane, & Dratt, 1979;Casey, Nuttall, Pezaris, & Benbow, 1995;Geary, Saults, Liu, & Hoard, 2000;Robinson, Abbott, Berniger, & Busse, 1996). One hypothesised mechanism for the relationship between construction play and mathematical abilities is that block-type play teaches math concepts .…”

Section: Benefits Of Construction Playmentioning

confidence: 99%

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Children's Construction Task Performance and Spatial Ability: Controlling Task Complexity and Predicting Mathematics Performance

2014

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Summary -This paper presents a methodology to control construction task complexity and examined the relationships between construction performance and spatial and mathematical abilities in children. The study included three groups of children ( N=96); aged 7-8, 10-11 and 13-14 years. Each group constructed seven pre-specified objects.The study replicated and extended previous findings that indicated that the degree of component symmetry and variety, and the number of components for each object and available for selection, significantly predicted construction task difficulty. Results showed that this methodology is a valid and reliable technique for assessing and predicting construction play task difficulty. Furthermore, the study found that construction play performance predicts mathematical attainment independently of spatial ability.

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Section: Introductionmentioning

confidence: 99%

Section: Benefits Of Construction Playmentioning

confidence: 99%

Children's Construction Task Performance and Spatial Ability: Controlling Task Complexity and Predicting Mathematics Performance

2014

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“…It can be said that there is a relationship between the children's creating new structures with various materials during the game and their cognitive development. For instance, Wolfgang, Stannard, and Jones (2003) have stated that playing legos and making constructions with them improve cognitive development of children, moreover contribute learning the subjects requiring abstract thinking such as geometry, arithmetic, trigonometry in mathematics learning process.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Game-Assisted Mathematics Education on Academic Achievement in Turkey: A Meta-Analysis Study

Turgut¹

2017

iejee

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In this research, the effects of using game in mathematics teaching process on academic achievement in Turkey were examined b y metaanalysis method. For this purpose, the average effect size value and the average effect size values of the moderator variables (education level, the field of education, game type, implementation period and sample size) were calculated. MetaWin and Comprehensive MetaAnalysis (CMA) statistical programs were used for the analysis. Based on the inclusion criteria, 31 effect size values for 26 studies were calculated. Hedges's g coefficient was used when the effect sizes were calculated and the confidence level was accepted as 95%. The average effect size value was 0.792 with 0.077 standard error which was calculated by random-effects model. As a result, the effects of using game on academic achievement is medium and positive in mathematics teaching process.

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“…Out of the total number of 883 answers in which children identified some toys as inappropriate for girls, 8% mentioned specifically Lego. Wolfgang [8] shows that toys as Lego establish better background for later success in mathematics.…”

Section: Discussionmentioning

confidence: 99%

“…One effect implies the deeper boys´ interest in mathematical and technical field which is followed with better achievements in those areas and higher subjective competence. Longitudinal study made by Wolfgang et al [8] shows the high correlation between playing with LEGO (as typical constructive activity in age 3 and 4) and math performance in seventh grade and later. Moreover, the consequences can be neurobiological as well [9].…”

Section: Introductionmentioning

confidence: 99%

Roots of Math in Preschool Play Activities: Gender Still Does Matter

Smetáčková¹

2015

IJSSH

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Abstract-The main activity in the preschool period is play, which stimulates development in cognitive, social, motor and identity areas. Play and toys contribute to gender socialisationby the means of play, children form and present their notion of gender structure of the society and their position in it. The gender polarization of play activities brings long-term consequences for children performance, achievements and interests in different areas. One of the effects can be the quit low womenś inclination toward mathematical and technical fields in adolescence and adulthood (despite of more equal talents for such areas distributed among girls and boys). Therefore it is important to pay attention to early childhood experience with toys and play activities associated with math and construction. Paper presents the study including 453 preschool boys and girls who were observed during playing and interviewed. The real preference of toys, verbalized preference of toys and gender labeling of toys were compared. The results show that preschool children consider toys as deep gendered artefacts. The gender borderline creates cars and dolls. The ways how children play with those toys are discussed with regard to development of mathematical and technical skills.

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Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics

Cited by 83 publications

References 0 publications

Children's Construction Task Performance and Spatial Ability: Controlling Task Complexity and Predicting Mathematics Performance

Children's Construction Task Performance and Spatial Ability: Controlling Task Complexity and Predicting Mathematics Performance

The Effect of Game-Assisted Mathematics Education on Academic Achievement in Turkey: A Meta-Analysis Study

Roots of Math in Preschool Play Activities: Gender Still Does Matter

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