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

Sneck, Sirpa; Järvelä, Sanna; Syväoja, Heidi; Tammelin, Tuija (2020-12-10)
 
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URL:
https://doi.org/10.1080/03004279.2020.1857816

Sneck, Sirpa
Järvelä, Sanna
Syväoja, Heidi
Tammelin, Tuija
Informa
10.12.2020

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

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© 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.
https://rightsstatements.org/vocab/InC/1.0/
doi:https://doi.org/10.1080/03004279.2020.1857816
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https://urn.fi/URN:NBN:fi-fe2022021118647
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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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