The Effects of Pattern Blocks Activities on the Development of Spatial Reasoning in Grade 3 Students
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Abstract
The purpose of this research was to examine the effects of pattern blocks activities on the development of spatial reasoning in Grade 3 students. The research employed a quasi-experimental one-group pretest-posttest design. The research sample were 15 Grade 3 students in the first semester of the 2024 academic year at Bansoktae School, Khon Kaen Province, selected by purposive sampling. The research instruments included seven lesson plans integrating pattern block activities, a spatial reasoning test, and a spatial reasoning behavior observation form. Data were analyzed by comparing pretest and posttest scores and by conducting content analysis based on the framework of spatial reasoning proposed by Cotabish et al. (2024). The results showed that the pattern block activities designed under the Open Approach significantly enhanced students’ spatial reasoning, with posttest scores being significantly higher than pretest scores at the .01 level. Qualitative analysis showed improvements in four key areas 1) spatial visualization, where students became more adept at arranging shapes to fit within spaces 2) mental rotation, where students could accurately imagine and manipulate shapes mentally 3) spatial orientation, where students were able to shift perspectives and align shapes appropriately in complex tasks and 4) spatial perception, where students improved in estimating size, shape, and spatial relationships within limited areas. These findings suggest that hands-on, open-ended learning activities can effectively foster spatial reasoning in mathematics instruction. Furthermore, the approach holds potential for adaptation in other subjects such as science, art, and technology, where spatial creativity is emphasized.
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