About
In this pilot study, researchers from the University of Surrey are working in collaboration with White Rose Education and Loughborough University to develop and trial an embedded spatial activities programme within Year 3 mathematics lessons. The study examines whether this teacher-led approach is feasible to deliver in everyday classroom settings and whether it supports children’s mathematics learning.
Information about the study
What is Bee Spatial?
Bee Spatial is a classroom-based spatial activities programme designed for Year 3 children and delivered by their teachers during normal mathematics lessons. The programme is embedded within existing maths teaching, aligning closely with materials already used in schools.
The project focuses on developing spatial visualisation - the ability to form, manipulate and reason with mental images. Visualisation is a core spatial skill that plays a central role in understanding mathematical ideas such as fractions, measurement, geometry and problem solving.
Bee Spatial is a pilot study, funded by the Higher Education Innovation Fund, designed to understand how feasible and effective this approach is when delivered by teachers in real classroom settings.
What does the project involve?
Participating schools take part over a short period within the school term. Teachers receive training and support from the University of Surrey research team and then deliver ‘spatialised’ maths lessons. Children complete classroom-based mathematics and spatial assessments before and after the programme, allowing the research team to evaluate impact.
The activities and assessments:
- Take place during normal curriculum time.
- Are designed to be engaging and age-appropriate.
- Do not label or judge individual children’s ability.
- Are approved through the University of Surrey’s ethics procedures.
Aims and Objectives
The aims of Bee Spatial align with priorities identified in the Curriculum and Assessment Review, which highlights the importance of mathematical reasoning and problem solving at KS2, including pupils’ engagement with non-routine problems that require flexible thinking rather than the application of memorised procedures.
Objectives:
- Trial an embedded spatial activities approach within existing Year 3 mathematics lessons.
- Assess children’s spatial visualisation and mathematics skills before and after the intervention to examine whether performance improves.
- Evaluate the feasibility and acceptability of the approach for teachers and schools.