Summary: Riley et al (2016) “Movement-based mathematics: Enjoyment and engagement without compromising learning through the EASY minds program”
This article showcased how there is a “worldwide decline in interest and achievement in mathematics in young people” (p. 1653). This is especially prominent in middle school students, where a significant number find traditional teacher-centered approaches to teaching as disengaging (as cited in Attard, 2013). Integration of the Encouraging Activity to Stimulate Young Minds (EASY) program, which connects physical-based activities to “enhance learning and engagement in mathematics” (p. 1563) was the focus of this study. Not only would the students’ level of physical activity increase, but a number of other studies also show linked improvements to childrens’ learning outcomes (as cited in Donnelly & Lambourne, 2011).
Four teachers and 66 students participated and were then interviewed over a 6-week intervention. Students were chosen from Grade 5 to 6 across 8 public schools in New South Wales, Australia. They were either placed in an intervention or control group. Teachers were given a one-day professional training and resources package with some lesson examples to “encourage creativity, autonomy, and ownership of the lesson content” (p. 1657). Three lessons were conducted 3 times weekly over a six-week period.
Some examples of the EASY program included activities that used “physical activity as a platform for the development of procedural fluency of fundamental operations” (Riley et al., p. 1656). It also focused on mathematics from the real-world.
A focus group methodology was utilized, 66 students in 11 focus groups. Semi-structured discussion questions were designed and administered for the student-focused groups. Findings from the thematic analysis showed that both teachers and students had increased enjoyment and engagement in the mathematical lessons (p. 1660). Though there were different types of physical activities introduced, “rotating activities - hop, skip, jump, recording averages, times table while jumping through ladders” were commonly preferred (p. 1660). Engagement from “expending energy”, being outside, and away from the classroom were also other common themes that emerged.
Reflection:
What stood out to me in this article was the statement from the students. Some students noted that their teacher seemed less stressed because they weren’t required to control classroom misbehaviour as much and because the students were also excited. Others note that they were weaker in skills like tables and estimation. But through the program, they had to concentrate on the numbers and the physical task as well. This parallels the message by Chase (2012) on dance movements, that it requires greater focus and concentration to conduct both.
This stood out to me because so many students struggle to sustain focus, especially for a longer duration of time. I appreciate the article's approach of integrating this program into more advanced math applications, which still saw higher levels of engagement. The findings from this EASY program provided a quality learning environment that “is clearly focused on learning and develops positive relationships between teachers and students and among students” (p. 1664.)
Hi Christina,
ReplyDeleteAs a teacher, it is gratifying to see how misbehaviours almost vanish when we involve students in activities without requiring them to sit at their desks for extended periods. During my math 9 class last semester, many students were unable to sit even for 20 minutes, but they loved when we had math outdoors, vertical space work, and field trips. On days when we cannot go outside, I try to utilize vertical space and provide students with problems that sustain students' engagement. For instance, After students learned the concept of factoring, I posed the "Tax collector" problem from the Peter Liljedahl website; it kept students fully involved in the mathematical task. There is no question that these activities result in higher engagement, curiosity, and contentment and contribute to better math performance. I have witnessed that learning through activities engages students and keeps them focused for a long time. When my IB 11 students created a combinatorial dance movement, they were so surprised that the double block went so quickly. However, in general, the reality is that more and more school-aged children are spending a high percentage of their school hours in sedentary pursuits, specifically high schoolers, whether at school or on their phones during free time. We, educators, strive to bring planned math activities tied to curricular competencies that can enrich the math learning environment. Well-planned math activities not only contribute to students' physical and mental well-being but also positively impacts students' cognitive and academic performance like the article mentioned about "tables and estimation."
Its cool to see in your reflection that students noticed less stress in the instructors! When I had ɑ classroom, I did notice that students seemed much more willing to engage with the lesson if we were outside, and they were free to move around and engage with one another -its nice to see that other teachers have provided 'proof' for this type of learning & teaching; and further, that this is labeled as quality learning!
ReplyDelete