Movement-Based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program
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| Title: | Movement-Based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program |
|---|---|
| Language: | English |
| Authors: | Riley, Nicholas, Lubans, David, Holmes, Kathryn, Hansen, Vibeke, Gore, Jennifer, Morgan, Philip |
| Source: | EURASIA Journal of Mathematics, Science & Technology Education. Jun 2017 13(6):1653-1673. |
| Availability: | EURASIA. Sehit Osman Avci Mah. Malazgirt 1071 Cad. No:48/30, Etimesgut, Ankara, TR06796, Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Instruction, Physical Activities, Motion, Teaching Methods, Interviews, Student Attitudes, Teacher Attitudes, Focus Groups, Program Effectiveness, Learner Engagement, Elementary School Mathematics, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.12973/eurasia.2017.00690a |
| ISSN: | 1305-8223 |
| Abstract: | There has been a worldwide decline in interest and achievement in mathematics in young people. Despite the extensive benefits of physical activity, the majority of children are not sufficiently active. Schools have the potential to arrest both concerns through innovative teaching that challenges and complements traditional approaches. The aim of this paper is to report student and teacher perceptions of the Encouraging Activity to Stimulate Young Minds program, a school-based physical activity integration intervention designed to enhance learning and engagement in mathematics and increase physical activity levels in children using movement-based learning experiences. Four classroom teachers were interviewed and 66 students participated in focus groups following the 6-week intervention. The program provided positive experiences for teachers and students, both in terms of enjoyment and engagement, while ensuring high quality learning experiences. Embedding movement-based learning across mathematics, had a significant positive effect on children's enjoyment and engagement without compromising the quality of learning. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2017 |
| Access URL: | https://www.iserjournals.com/journals/eurasia/articles/10.12973/eurasia.2017.00690a |
| Accession Number: | EJ1137940 |
| Database: | ERIC |
| Abstract: | There has been a worldwide decline in interest and achievement in mathematics in young people. Despite the extensive benefits of physical activity, the majority of children are not sufficiently active. Schools have the potential to arrest both concerns through innovative teaching that challenges and complements traditional approaches. The aim of this paper is to report student and teacher perceptions of the Encouraging Activity to Stimulate Young Minds program, a school-based physical activity integration intervention designed to enhance learning and engagement in mathematics and increase physical activity levels in children using movement-based learning experiences. Four classroom teachers were interviewed and 66 students participated in focus groups following the 6-week intervention. The program provided positive experiences for teachers and students, both in terms of enjoyment and engagement, while ensuring high quality learning experiences. Embedding movement-based learning across mathematics, had a significant positive effect on children's enjoyment and engagement without compromising the quality of learning. |
|---|---|
| ISSN: | 1305-8223 |
| DOI: | 10.12973/eurasia.2017.00690a |
