Construction play frequency and relations with spatial ability and mathematics performance.
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| Title: | Construction play frequency and relations with spatial ability and mathematics performance. |
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| Authors: | McDougal, E. (AUTHOR), Gilligan‐Lee, K. A. (AUTHOR), Gilmore, C. (AUTHOR), Farran, E. K. (AUTHOR) |
| Source: | British Journal of Developmental Psychology. Mar2024, Vol. 42 Issue 1, p72-77. 6p. |
| Subjects: | Mathematics, Academic achievement, Play, Research funding, Space perception |
| Abstract: | The nature of the home mathematics environment (which includes numerical and spatial activities at home) is related to children's spatial and mathematics performance. The current study investigated concrete and digital construction play frequency and relations with spatial and mathematical skills. Participants aged 7–9 years (N = 634) reported their frequency of construction play (concrete and digital) and completed direct measures of spatial ability and mathematics performance. Correlations between measures revealed no association between construction play frequency and outcome measures. This suggests that quantity of construction play is not pertinent for spatial and mathematics skills, however future research should explore whether quality of play is an important factor. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The nature of the home mathematics environment (which includes numerical and spatial activities at home) is related to children's spatial and mathematics performance. The current study investigated concrete and digital construction play frequency and relations with spatial and mathematical skills. Participants aged 7–9 years (N = 634) reported their frequency of construction play (concrete and digital) and completed direct measures of spatial ability and mathematics performance. Correlations between measures revealed no association between construction play frequency and outcome measures. This suggests that quantity of construction play is not pertinent for spatial and mathematics skills, however future research should explore whether quality of play is an important factor. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0261510X |
| DOI: | 10.1111/bjdp.12465 |
