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SPAtial Cognition to Enhance Mathematical Learning (SPACE). Pilot Report

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Bibliographic Details
Title: SPAtial Cognition to Enhance Mathematical Learning (SPACE). Pilot Report
Language: English
Authors: Amy Hall, Paula Verdugo, Katherine Young, Ann Dowker, Jane Lewis, Education Endowment Foundation (EEF) (United Kingdom)
Source: Education Endowment Foundation. 2025.
Availability: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Peer Reviewed: Y
Page Count: 76
Publication Date: 2025
Sponsoring Agency: Department for Education (DfE) (United Kingdom)
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Spatial Ability, Elementary School Mathematics, Mathematics Skills, Elementary School Students, Program Effectiveness, Elementary School Teachers, Teacher Aides, Program Implementation, Mathematics Instruction, Manipulative Materials, Intervention, Foreign Countries
Geographic Terms: United Kingdom (England)
Abstract: The SPAtial Cognition to Enhance mathematical learning (SPACE) programme was developed by the University of Surrey to improve the spatial thinking and maths outcomes of six to seven-year-old (Year 2) pupils. Through structured LEGO® sessions within maths lessons, the programme aims to improve pupils' spatial language, spatial thinking skills, and ultimately their maths skills. This is achieved through teaching training and support that aims to increase their confidence, understanding, and perceived importance of spatial reasoning for maths. This pilot evaluation involved 15 schools, with one Year 2 class teacher and teaching assistant (TA) taking part in each school, and a total of 415 pupils. Teachers were trained via a half-day in-person training session and provided with three 30-minute support sessions, in addition to online and email support throughout the programme. Training materials included prompt cards, training videos, and a delivery manual. SPACE is designed to be delivered as twelve sessions of 30 minutes each across six weeks, as a whole-class intervention. In each session, every pupil was given a box of LEGO® bricks and a model booklet, which contained six diagrams of exploded models (showing the component pieces separated and indicating how they fit together) for pupils to build. Teaching staff were asked to use spoken language to support pupils to complete the models, rather than physically manipulating the pieces and to encourage children to work independently. This pilot evaluation was designed to assess the feasibility of implementation, evidence of promise, and readiness for an efficacy trial of the SPACE programme. It involved observations of training, support sessions, intervention delivery, and pupil assessments; interviews with teachers, TAs and senior leadership; and focus groups with the delivery team and school staff surveys. This pilot was undertaken during the 2023/2024 academic year with delivery of the programme between September 2023 and December 2023 and data collection between November 2023 and April 2024. The evaluation was carried out by the Centre for Evidence and Implementation (CEI). The project was funded by the Department for Education's Accelerator Fund, as part of the Education Endowment Foundation (EEF)-led initiative to build the evidence about programmes that show promise for increasing pupil attainment. Schools were positive about the self-contained nature of the SPACE programme and training, and the resources and support were well received. Staff felt pupils engaged well with the programme, including those from disadvantaged backgrounds. [This evaluation was carried out by the Centre for Evidence and Implementation (CEI).]
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680980
Database: ERIC
Description
Abstract:The SPAtial Cognition to Enhance mathematical learning (SPACE) programme was developed by the University of Surrey to improve the spatial thinking and maths outcomes of six to seven-year-old (Year 2) pupils. Through structured LEGO® sessions within maths lessons, the programme aims to improve pupils' spatial language, spatial thinking skills, and ultimately their maths skills. This is achieved through teaching training and support that aims to increase their confidence, understanding, and perceived importance of spatial reasoning for maths. This pilot evaluation involved 15 schools, with one Year 2 class teacher and teaching assistant (TA) taking part in each school, and a total of 415 pupils. Teachers were trained via a half-day in-person training session and provided with three 30-minute support sessions, in addition to online and email support throughout the programme. Training materials included prompt cards, training videos, and a delivery manual. SPACE is designed to be delivered as twelve sessions of 30 minutes each across six weeks, as a whole-class intervention. In each session, every pupil was given a box of LEGO® bricks and a model booklet, which contained six diagrams of exploded models (showing the component pieces separated and indicating how they fit together) for pupils to build. Teaching staff were asked to use spoken language to support pupils to complete the models, rather than physically manipulating the pieces and to encourage children to work independently. This pilot evaluation was designed to assess the feasibility of implementation, evidence of promise, and readiness for an efficacy trial of the SPACE programme. It involved observations of training, support sessions, intervention delivery, and pupil assessments; interviews with teachers, TAs and senior leadership; and focus groups with the delivery team and school staff surveys. This pilot was undertaken during the 2023/2024 academic year with delivery of the programme between September 2023 and December 2023 and data collection between November 2023 and April 2024. The evaluation was carried out by the Centre for Evidence and Implementation (CEI). The project was funded by the Department for Education's Accelerator Fund, as part of the Education Endowment Foundation (EEF)-led initiative to build the evidence about programmes that show promise for increasing pupil attainment. Schools were positive about the self-contained nature of the SPACE programme and training, and the resources and support were well received. Staff felt pupils engaged well with the programme, including those from disadvantaged backgrounds. [This evaluation was carried out by the Centre for Evidence and Implementation (CEI).]