University of Oulu

Sirpa Sneck, Sanna Järvelä, Heidi Syväoja & Tuija Tammelin (2022) Pupils’ experiences and perceptions of engagement during the Moving Maths programme, Education 3-13, 50:3, 419-434, DOI: 10.1080/03004279.2020.1857816

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

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Author: Sneck, Sirpa1,2; Järvelä, Sanna2; Syväoja, Heidi1;
Organizations: 1LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
2Department of Educational Sciences and Teacher Education, University of Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.8 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2022021118647
Language: English
Published: Informa, 2022
Publish Date: 2022-06-10
Description:

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.

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Series: Education 3-13
ISSN: 0300-4279
ISSN-E: 1475-7575
ISSN-L: 0300-4279
Volume: 50
Issue: 3
Pages: 419 - 434
DOI: 10.1080/03004279.2020.1857816
OADOI: https://oadoi.org/10.1080/03004279.2020.1857816
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
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.
Copyright information: © 2021 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-1 on 10 Dec 2020, available online: https://doi.org/10.1080/03004279.2020.1857816.