Physical activity and music to support pre-school children’s mathematics learning in Sweden

<p data-select-like-a-boss="1">In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physica...

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Bibliographic Details
Published inEducation 3-13 Vol. 46; no. 5; p. 483
Main Authors Carlsson, Jessica, Englund Bohm, Anna, Jeppsson, Catarina, Samuelsson, Joakim
Format Journal Article
LanguageEnglish
Published 2016
Subjects
learning
Mathematics
musical activity
physical activity
teaching
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Summary:<p data-select-like-a-boss="1">In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were assigned to 1 of the 2 conditions during a period of 3 weeks (2 times a week for a 30-minute session). The results show that children who learn mathematics in an environment characterised by physical activity and music develop their mathematical abilities significantly more than children who learn mathematics through common number activities. We have also shown that children with different motor skill abilities benefit from learning mathematics in an environment characterised by physical activity and music.
ISSN:1475-7575
0300-4279
DOI:10.1080/03004279.2016.1273250