Research foundations

Evidence-based background

Research foundations behind Brickit for Classes

Brickit for Classes is inspired by research on guided block-based play and hands-on learning with physical manipulatives.

Educational and developmental research shows that structured play with building blocks supports early mathematics, spatial reasoning, and executive function, especially when play is guided rather than fully free.

The studies below do not evaluate Brickit for Classes directly. They provide evidence for the learning mechanisms that inform the Brickit for Classes approach.

Why hands-on building teaches mathematics

As a mathematics teacher, you are not teaching LEGO® bricks. You are teaching structure—and physical building is a powerful way to make mathematical structure visible, discussable, and memorable.

Concrete models externalize thinking. Students can point to parts, rearrange them, and test ideas without holding everything in working memory.
Spatial structure supports number sense. Patterns, symmetry, and "parts inside a whole" help children see composition and decomposition (e.g., 10 as 6+4, 7+3, 8+2).
Unitizing and grouping become tangible. Equal groups, repeated units, and measurement ideas emerge naturally when students build with repeated pieces.
Language and reasoning improve when there is something to reference. "Convince me" becomes easier when students can gesture to a model and explain why it works.

The core instructional move is simple: build first, then mathematize—turn the model into representations, explanations, and generalizations.

How Brickit turns building into a math lesson

Brickit for Classes is designed around a repeatable lesson arc that teachers can run reliably—even with mixed ability groups and mixed devices.

1) Build a shared object. Students create a concrete "whole" that everyone can see and talk about.
2) Notice and name structure. Students identify parts, equal groups, symmetry, repeating units, or measurable attributes.
3) Represent and explain. Students connect the model to drawings, tables, or equations and justify their thinking.
4) Compare and extend. Students analyze different solutions, test "what if" changes, and generalize patterns.
5) Reflect and assess. Students articulate what stayed the same, what changed, and what they learned—creating evidence for formative assessment.

You can see an example lesson flow in the math demo: Math demo lesson.

Teacher moves that make the learning "mathematical"

Hands-on learning is not "free play with blocks." The evidence consistently points toward guided or semi-structured experiences—where the teacher's questions turn activity into understanding.

Surface structure: "What parts do you see?" "Where are the equal groups?" "How many in each group?"
Support reasoning: "How do you know?" "Convince a partner." "What would prove it?"
Connect to symbols: "Write an equation that matches your model." "Show the same idea a different way."
Compare strategies: "Who solved it differently?" "What stays the same across these two builds?"
Extend: "What if we add one more unit?" "Can you scale it up?" "What pattern do you predict?"

This is where the strongest math learning happens: when students move from "I built it" to "I can explain the structure and represent it."

The role of play in learning

Yogman et al. (2018, reaffirmed 2025)

American Academy of Pediatrics - Clinical Report

What the research shows:

Clinical and developmental evidence indicates that guided play with physical objects supports executive function, early mathematics, and cognitive flexibility. Block play is highlighted as a particularly effective form of learning through play.

View research paper

Guided block play and early mathematics

Schmitt et al. (2018)

Early Childhood Research Quarterly

What the research shows:

In a randomized controlled trial, children who participated in guided block play demonstrated stronger gains in early mathematics and executive function compared to control groups. The results emphasize the importance of structure and intentional guidance during block-based activities.

View research paper

Structured vs free block play

Schmitt et al. (2025)

Early Childhood Research Quarterly

What the research shows:

This randomized study compared free block play, semi-structured block play, and standard classroom practice. Semi-structured block play showed stronger effects on geometry-related skills and behavioral regulation, highlighting the role of structure and guidance. The study focuses on children from low-income backgrounds.

View research paper

How this research connects to outcomes you can observe

The studies above support key learning mechanisms. In the classroom, they translate into practical "look-fors" that help teachers assess progress quickly.

Structure talk: students describe parts, groups, and patterns (not just "it looks cool").
Representation: students connect the build to drawings, tables, or equations.
Reasoning: students justify choices ("because it's symmetric", "because each group has 4").
Flexibility: students show more than one decomposition or strategy for the same total.
Self-correction: students detect and fix mismatches between the model and the math.

Brickit for Classes is designed to make these behaviors easier to elicit and easier to see by combining physical manipulatives, teacher prompts, and structured learning scenarios.

Important note on interpretation

Brickit for Classes does not claim to be directly validated by these studies. The research above demonstrates that the pedagogical approach underlying Brickit for Classes is grounded in established educational and developmental science.

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