Pupils’ experiences and perceptions of engagement during the Moving Maths programme

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.

KEYWORDS:

• Mathematics
• physical activity
• child perspectives
• engagement
• physically active learning

Acknowledgements

We would like to acknowledge Harto Hakonen and Janne Kulmala from Likes Research Centre for their contribution to the accelerometer analyses in this study.

Disclosure statement

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

Declaration of interest statement

The authors do not have any conflicts of interest to declare.

Additional information

Funding

The study is funded by the Ministry of Education and Culture, Finland, under grants OKM/66/626/2016, OKM/66/626/2017, OKM/79/626/2018.