Abstract
Block construction performance is related to mathematics and block construction training leads to improvement in mathematics. However, block construction is a complex task, and it is unknown which aspects drive the associations between spatial skills and mathematics. Here, we deconstruct block-building behavior into three dimensions of accuracy, and the time spent building the models (build time). The data examined originated from structured LEGO® construction trials from N = 420 7- to 9-year-olds in the UK. The aim was to better understand the pattern of block-building behaviors in this age range, to investigate individual differences in block-building strategies, and to determine the association between these behaviors and a suite of spatial and mathematical abilities. Translation accuracy, the ability to place bricks on the correct pips of the bricks in the row below, was the most challenging block-building behavior. Investigation of block-building strategies demonstrated homogeneity in task approach strategy across the sample. Translation accuracy and build time tapped into two key spatial skills, disembedding and mental rotation, and were important for mathematics. Rotation accuracy, the ability to place bricks in the correct orientation, was related to mental rotation only. These findings have implications for future block construction interventions. A focus on translation accuracy could engender maximum transfer to mathematics.