Understanding the shape of a cube through its net by elementary school students

The shape of a cube is one that we often take for granted, assuming it is well-known. Additionally, it is known that in mathematics classes, more and more time is devoted to areas related to numbers, while geometry somehow becomes the one sacrificed in favor of numbers. All these prejudices have obviously left a mark on students' knowledge, as the results of the research conducted in this paper will show. Several research questions were posed within the research part of the paper. Does the choice of tasks and the repetition of patterns in them affect the choice of method when solving tasks that are not a continuation of what students are currently learning in regular classes? Does the choice of a particular solution depend on the student's gender, grade, or year of birth? Is there something unexpected that appears in students' work that could be a significant factor during future testing? The aim of the paper is for the results obtained to serve those who educate students when creating the teaching process.