Pupils’ experiences and perceptions of engagement during the Moving Maths programme
| Autor: | Heidi J. Syväoja, Sanna Järvelä, Tuija Tammelin, Sirpa Sneck |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
mathematics
media_common.quotation_subject 05 social sciences Physical activity physical activity 050301 education Context (language use) Pupil physically active learning Education integrated PA child perspectives Perception ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Life-span and Life-course Studies 0503 education engagement 050104 developmental & child psychology media_common |
| Zdroj: | Education 3-13. 50:419-434 |
| ISSN: | 1475-7575 0300-4279 |
| DOI: | 10.1080/03004279.2020.1857816 |
| Popis: | This study investigated pupil experiences and perceptions of two kinds of classroom-based physically active math lessons during the Moving Maths programme in a Finnish primary school context. Qualitative data were gathered in focus group interviews with 16 nine-year-old pupils. Pupils in the group with physically active breaks during math lessons expressed mixed experiences, while pupils in the group with physical activity (PA) integrated into math curriculum experienced increased positive emotional and cognitive engagement. It is concluded that integrating PA into mathematics lessons is a feasible pedagogical method, especially in the form of PA integrated into math curriculum goals. |
| Databáze: | OpenAIRE |
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