Evidence-based designs for physically active and playful math learning

ABSTRACT

In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard. Lastly, we conclude with a detailed graphical tutorial showcasing how the research literature and evidence-based classroom learning activities inform the development of 2 different mathematics games that supplement classroom instruction. We share the design of whole number and rational number basketball games to emphasize how teachers, administrators, and policymakers can replicate these games in their own context. Overall, this work can inform administrators and policymakers on supporting math and physical education by developing guided activities that incorporate the principles of the science of learning, motivation, and physical education science to provide students with optimal math learning opportunities.

Acknowledgments

We are grateful for our partnership with El Sol Academy educators and Santa Ana Unified School District who helped us design and implement these games. This work was made possible by the creativity and dedication of the 2019 Fraction Ball Teachers Lourdes Farag, Guadalupe Cruz, Ivet Gonzalez, Crystal Quinonez, Patricia Martinez, Susan Saldana, Shamin Huq, Jenny Zavala, Tristan Gude, and Monique Daviss. The 2020 Number Ball teachers Annel Del Toro, Maria Ramirez, Jacqueline Gudiño, Petra Ortega, Adriana Cervantes, Cynthia Haskell, and Luis Pimienta. We thank 2022 pilot study curriculum specialists Diana Torres and Maryellen Nicholson, the school principals Kevin Tonai, Griselda Maldonado, Kerri Braun, Ignacio Muniz, Laura Martin, Fernando Duran, and teachers Michelle Cano, Dee Gupta, Laura Hernandez, Kitty Village, Mary Lawrence, Aracely Figueruoa, Rebecca Cunningham, Clair Jimeno, Mariela Sanchez, Stephanie Yost, Tracy Ricca, Guadalupe Bautista-Gonzalez, Juliana Dellorusso, Ana Chavez, Chris Marx, and Susan Tonti. We are grateful for our 2022-2023 codesign partners: Darcee Golden, Jose Gutierrez, William Raymont,Marina Alfaro, Alexis Polopolus, Andrew Smith, Ashley Goins, Jennifer Minko, Jessica Chapman, Jennifer Cervantes, Peter Mares, and Christine Belida. This material is supported by the National Science Foundation under Grant No. 1906884. The research reported here was supported by the EF+Math Program of the Advanced Education Research and Development Fund (AERDF) through funds provided to the University of California. The opinions expressed are those of the authors and do not represent views of the EF+Math Program or AERDF. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation or AERDF.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional Resources

1. Perry, M., McConney, M., Flevares, L. M., Mingle, L. A., & Hamm, J. V. (2011). Engaging first graders to participate as students of mathematics. Theory Into Practice, 50(4), 293-299.

This article showcases how teachers guide students to monitor their own learning as they begin to learn mathematics. This is a helpful tool to introduce students to understanding their own learning and sharing that out with their peers to build a culture of mathematical discussions in the class. We recommend this reading prior to implementing the games we showcase in our paper to set the norm of participation structures in your class.

2. Tobon, G., & Hughes, M. T. (2020). Engaging Latino families as mathematicians. Mathematics Teacher: Learning and Teaching PK-12, 113(3), 201-208.

This reading is helpful for teachers to extend the utility of the mathematical games to engage parents and children in doing math together. This can further support children’s learning beyond the classroom and into the home, as well as leverage the cultural knowledge of parents and families to deepen connections in children’s learning.

3. Rumsey, C., Guarino, J., Gildea, R., Cho, C. Y., & Lockhart, B. (2019). Tools to support K–2 students in mathematical argumentation. Teaching Children Mathematics, 25(4), 208-217.

This project focuses on the strategies teachers can use to guide K-2 students in engaging in mathematical argumentation. We suggest this tool for teachers to assist students’ engagement and participation in building on conceptual understanding in a math classroom.

Additional information

Funding

The research reported here was supported by the EF+Math Program of the Advanced Education Research and Development Program (AERDF) through funds provided to the University of California, Irvine. The opinions expressed are those of the authors and do not represent views of the EF+Math Program or AERDF.