ABSTRACT

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.

摘要

本研究调查了芬兰小学环境中的移动数学课程期间学生对两种基于课堂的体育活动数学课程的体验和看法。定性数据是在对 16 名 9 岁学生的焦点小组访谈中收集的。在数学课期间进行身体活动休息的小组中的学生表达了不同的经历，而将身体活动 (PA) 融入数学课程的小组中的学生则经历了更多的积极情绪和认知参与。得出的结论是，将PA融入数学课程是一种可行的教学方法，尤其是将PA融入数学课程目标的形式。