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The Educational Forum Volume 82, 2018 - Issue 1
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Research Reports

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes

Concetta PirroneDepartment of Educational Sciences, University of Catania, Catania, ItalyORCID Iconhttp://orcid.org/0000-0003-1519-7988
ORCID Icon,
Christopher H. TienkenDepartment of Education Leadership, Management, and Policy, College of Education and Human Services, Seton Hall University, South Orange, New Jersey, USACorrespondence[email protected]
,
Tatiana PaganoUniversity of Catania, Catania, Italy
&
Santo Di NuovoDepartment of Educational Sciences, University of Catania, Catania, ItalyORCID Iconhttp://orcid.org/0000-0001-6086-7624
ORCID Icon
Pages 40-58 | Published online: 20 Dec 2017
 
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Abstract

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p ≤ .05) in mathematics achievement and in the areas of divergent thinking, nonverbal reasoning abilities, and mental imagery.

Acknowledgments

The authors thank Principal Gabriella Zammataro and teachers Giuseppina Cavallaro and Pinella Russo of the school Circolo Didattico Zafferana Etnea for participating in the study. Thanks also to Bo Stjerne Thomsen, director from the LEGO Foundation, for the generous donation of building blocks that facilitated the BBP in this study.

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