Developing Mathematics Pedagogies that Integrate Embodied, Multisensory, Outdoors and Art-based Modalities

Summary of article: “Movement-based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program”

Riley et al. (2017) investigated the effects of “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” (p. 1653). In this study, educators of primary students implemented programming that included “activities that used physical activity as a platform for the development of procedural fluency of fundamental number operations [...] and activities that focused on looking at mathematics in the world around the school” (Riley et al., 2017, p.1656). This research concluded that students and teachers alike, showed an increase in engagement and enjoyment of mathematics concepts as a result of these teaching methods. 

While reading the pedagogical model that this article was based on, I came across the following idea. “Research showing that of all the things that schools can control, it is the teacher and quality of the pedagogy employed that most directly and most powerfully affects the quality of learning outcomes that students demonstrate” (Darling-Hammond, Wise, & Klein, 1999; Hattie, 2009; Hightower et al., 2011; NEW DET, 2003b; as cited in Riley et al., 2017). Although this idea is not unfamiliar to me, I started to think about what our ideas around best practices in mathematics looks like. Having professional learning, such as the learning provided to teachers who participated in this study, that promotes these types of teaching models while also allowing teachers to create their own lessons, helps educators develop and build the quality of their own pedagogy, thus impacting the learning of students. 

My second stop while reading this article came from the following quote, “students liked that the program combined two subjects in one - “getting fit and active while learning” was considered by students as a double benefit” (Riley et al., 2017, p. 1665). I was very surprised by this observation from primary students. Not only were they learning mathematics while participating in physical activity but they were able to recognize this benefit. I wonder if these connections were made explicitly to the students as the activities were happening or if this was a conclusion made by the students while reflecting back on the activity. 

Exploration of Mathematical Task

I chose to try 3 ways to extend Sarah Chase’s activity with numbers other than 3 and 2. In her video she talks about how a pattern repeats itself exactly once when we multiply the elements together. She states that this mostly works when we multiply prime numbers together, however there are some exceptions to this rule, for example 4 against 5. The first number I chose to try was 3 against 11, as both of these numbers are prime. As you can see from my depiction of this below, I found that my pattern started to repeat itself after the 33rd element or 3 x 11 = 33, which is what Sarah stated would happen. After trying these numbers, I started to wonder what would happen if I did this with composite numbers, so I tried 4 against 10. I found that my pattern started to repeat on the 20th element, meaning that my pattern did two cycles before it got to 4 x 10 = 40. Which is interesting as both 4 and 10 are divisible by 2. I decided to then try 3 against 9. As you can see in my depiction below, I found that my pattern started to repeat after the 9th element, meaning that the pattern repeats itself 3 times within one cycle. 

Reflecting back on this activity, I am left with a much deeper understanding of divisibility. This would be a great activity to have students participate in to help them understand disability and what it means for a number to be divisible by 2. Rather than telling students that numbers are divisible by 2 if the last digit in the number is even, students can experiment with the numbers to gain a deeper understanding in terms of cycles and patterns. 

After immersing myself in this week’s course content, I am left wondering: 

• If a study, similar to Riley et al. (2017), was conducted with students in upper elementary, junior high, or high school would students still see the same double benefit of learning mathematics and physical activities together? 

References

Riley, N., Lubans, D., Holmes, K., Hansen, V., Gore, J., & Morgan, P. (2017). Movement-based

mathematics: Enjoyment and engagement without compromising learning through the 

EASY minds program. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1653-1673. https://doi.org/10.12973/eurasia.2017.00690a