​by Dr. Shirley Disseler
According to 2017 research by the LEGO Foundation, using LEGO bricks ignites four key types of processing and 24 key skills in the brain that lead to great retention of information. The four types of processing are:

• Self-regulation
• Executive function
• Symbolic representation
• Spatial ability

I think the findings have great impact for math educators.
 
Modeling and building with bricks to learn math helps with children’s self-regulation skills. These enhance the skills of emotional regulation and attachment to content, long-term memory, attention, mental imagery, and system thinking. During the process of self-regulation, the brain places a “file folder” for that model in the long-term memory of the brain.
 
Using bricks when learning math helps develop the child’s executive function, which is tied to the skills of visual perception, initiation, adaptive social functioning (collaboration), and one’s ability to self-assess. Being able to actually see the steps in a math problem by modeling it with bricks is a great way to visualize what the math means and why it works.
 
Learning math using bricks also develops the process of symbolic representation, which directly leads to the skills of kinesthetic awareness, spatial visualization, sensory-motor abilities, mental rotation, and working memory. When you learn math, you identify numbers and spaces by visualizing what they represent or by using mental math. The process of building with bricks places the focus on the eyes and the hands, which lead to cognitive understanding and the ability to visual a number or a space.
 
The last of the four processes enhanced by building with bricks is spatial ability. This process provides a greater short-term memory, fine motor skills, and increased cognitive flexibility. In math, the ability to utilize invented strategies, think logically, and use reason to determine solutions is all part of cognitive flexibility. Building brick models enhances fine motor skills by providing a tactile experience.
 
It looks like the brick is the brain’s new best friend! It helps kids attend, engage, and focus on learning through building brick models with their hands. 

by Dr. Shirley Disseler

Teachers of gifted students need to encourage them to think, create, and problem-solve. Sounds like a perfect use for Brick Math, with its hands-on modeling with LEGO® bricks! But I’ve found that using Brick Math with gifted students can be an interesting challenge.
 
Teaching Brick Math with gifted students has opened my eyes. Gifted students often want to get right to the answer and check the problem off the list as “completed.” They do not want to show work, write about it, or discuss with others how they got their solutions. I have found that many of these students don’t really know math. They know how to do math procedurally. They can tell you how, but they can’t tell you why! Standardized scores of US gifted students continue to remain stagnant over time because we are not challenging them to think. We are only challenging them to produce.

I served as a teacher of gifted for math at the middle grades level. I often recognized in my students their need to be perfect. When such students were forced to explain how a math problem worked, they worried about being wrong and were afraid to take risks. I began to have them write out everything to explain it clearly. It was difficult for them at first, because they weren’t always earning 100 on every test, and their parents got worried. But over time, their test scores grew tremendously as they became more comfortable explaining the process behind the math, because they were developing a deep understanding.
 
We can boost test scores and increase 21st-century skill sets if we encourage explanation, justification, and collaboration among our students. Creative play with content helps our brains explore new ideas and solutions. Using methods that are engaging to the mind create a lot of energy in young people. And energy creates a passion for the subject.
 
So…encourage your gifted students to play with math! When they see that it’s not always about just getting the right answer, they’ll start to develop the true understanding that is the foundation for math fluency and excellence.

The fourth book in the Brick Math Series has just been published: Teaching Counting and Cardinality Using LEGO® Bricks, plus its companion Student Edition, Learning Counting and Cardinality Using LEGO® Bricks!

Congratulations to author Shirley Disseler for bringing the series to the K - 2 crowd. It's such a natural to teach the concepts of counting and cardinal numbers using the well-known LEGO® bricks. Young students practice one-to-one correspondence by touching the studs on the bricks and compare "more than" and "less than" by building brick models. The hands-on learning with the bricks, together with Dr. Disseler's step-by-step approach, creates a teaching and learning resource that introduces students to the first mathematical concepts.

Next up will be Addition and Subtraction  Teaching and Learning books to complete the K - 2 math curriculum, available in June!

New research shows that students can improve their test results by learning math with a hands-on method.
 
The research was done in conjunction with the Brick Math Series, a new program developed to help students learn math concepts using of LEGO® bricks as a hands-on manipulative. Author Dr. Shirley Disseler, education professor at High Point University, developed this program based on prior research showing that many students learn math more readily with  hands-on techniques. (For a summary of the studies see: http://www.brickmathseries.com/how-it-works.html.) In the Brick Math Series, teachers and students build mathematical models with LEGO® bricks to help them understand concepts such as counting, addition, subtraction, multiplication, division, and fractions.
           
Students who used the Brick Math Series showed impressive improvement in their comprehension of math concepts. Test sites include four elementary schools with students in grades 3 – 5 that used the program for the math subjects of multiplication, division, and fractions.  The data includes 534 students in rural, suburban, and urban areas. Significant improvement in areas of engagement and time on task as related to performance was noted across all three math subjects.
 
Sites using the fractions curriculum report strong testing results from pre- to post-assessment. The average gain from pre-test to post-test is 7 – 9 points for those utilizing the Brick Math Series program versus more traditional teaching methods.
 
These preliminary results back up teacher and student enthusiasm about this new program. Kelli Coons, an instructional coach, says the program "breathes life back into math instruction." Fifth-grade teacher Jamie Piatt says, "The activities are easy to follow and make learning fun!" Teacher Tina Lupton calls the program "hands-on, engaging, and overall an exciting way to learn math." Students are equally enthusiastic about the Brick Math Series. One student said, "I finally know what a fraction is. I can see it!" Another student asked, "Why doesn't everyone learn math this way?"
 
For more information on the Brick Math Series, go to www.brickmathseries.com.

by Dr. Shirley Disseler

​Have you ever been in a room where you did not understand what the presenter was saying? Not just because it was difficult information, but because it was in another language? That’s what your ELL (English Language Learner) students may be experiencing in your math class.
 
Students who have limited English proficiency struggle with vocabulary that teachers often see as ordinary. This is particularly true with math because words that are math terms are often something else, too. For example: pie and pi are homophones, product can be something you purchase or the answer to a multiplication problem, and terms like plus sign are used even though they are no longer acceptable in the math world. Because the words are confusing, ELL students need a more hands-on approach. When they have tools to model the math, can draw to show understanding, and view pictures to see how to do things, they have a better chance of math success. They need the three-step process for true math retention — Do-Draw-Write/Explain — to truly comprehend the content.
 
Many teachers are not aware that some ELL students are born right here in the United States. Students living in poverty or in those who do not learn to read well can be part of the ELL category. Some kindergarteners come to school knowing less than 3000 words, and this greatly inhibits their ability to learn math through word problems in context.
 
Using LEGO® bricks to model mathematical thought reduces the stress for ELL students. The universally known product puts students on a more level playing field with their same-aged peers and provides a common conversation for modeling math content. I have seen many ELL students learn to do math with bricks. As they progress, they demonstrate true understanding of mathematical processes and conceptual ideas. Using the bricks is a great way to put students at ease with the learning process to build their confidence and spark engagement and motivation in the classroom. 

Thanks to Feedspot for naming the Brick Math Blog one of the top 50 LEGO blogs!
Most are ways to build fun things with LEGO bricks, but ours is the only one on the list that uses the bricks for an educational purpose.

by Shirley Disseler
​
Have you visited an elementary math classroom lately? With the emphasis on testing and accountability, many schools have created factory-like models of education. We know worksheet repetition is not what motivates children to learn. Is there a better way to teach math?

Yes!

I’ve had tremendous success using LEGO® bricks as a math manipulative. Bringing out the bricks that children know and love immediately adds excitement to the classroom.

Classroom management is key when teaching with bricks. So, here are ten tips to help you when you’re starting to use the Brick Math Series program:

1. Make sure you have the bricks you need for the activities you plan to do. If you don’t have the right mix of bricks, revise the activity to meet the bricks you have or buy the bricks you need. (The Brick Math Series books have a list of all the bricks needed for the activities at the start of each chapter.)
2. Label all the brick sets with names or a number and assign students to those sets for the semester. Students will be responsible to keep their sets in order if they know they will be using that set every time. The sets for the Brick Math Series work for two students per set.
3. Start with small groups of students in a guided math situation. Graduate to using the program with the whole class.
4. Teach students the names of the bricks (1x2, 2x4, etc.) and use the word “studs” when referring to the bumps on top.
5. Use a baseplate for each student to keep models together and keep bricks in one area.
6. Set time limits for building models. Too much time to build, and some students will start playing with the bricks!
7. Ask students “Why?” a lot as students create solutions to problems posed in the activities. The whole point is developing deeper understanding of the underlying math.
8. Teach the “Show them how” part first before allowing students to do activities on their own. This way, they will learn the “how” and won’t be confused when they are working on the “Show what you know” part.
9. Make colored pencils/crayons/markers available so students can draw colorful models of their solutions.
10. Require that students build models, draw their models, and write explanations of the models for each problem. All three steps are important for internalizing the learning.

Remember: with excitement comes noise! The difference is that this is productive noise. Start small, build up levels of difficulty, and differentiate the level for your students. You’ll find your students are excited and motivated to learn mathematics!