ABSTRACT
In this chapter we explore the relationship between construction, architecture and mathematics. We will examine the mathematical potential of examining architecture and examine the mathematical and creative possibilities of block play and other construction materials. Blocks are sometimes regarded as only appropriate to the early years of schooling. As noted in the previous chapter, many of the references are to young children but this is only because relatively little work of this type has been done with older children. We hope that this chapter will convince you that these materials and activities are banished from the classroom far too early, long before their potential for mathematical learning has been exhausted.
