Week 7 Reflection
Riley, N., Lubans, D., Holmes, K., Hansen, V., Gore, J., & Morgan, P. (2017). Movement-based mathematics: Enjoyment and engagement without compromising learning through the easy minds program. EURASIA Journal of Mathematics, Science and Technology Education, 13(6).
Summary
Encouraging Activity to Stimulate Young Minds program（EASY Minds）aims to enhance learning and engagement in mathematics and increase physical activity levels in children using movement-based learning experiences.
The research recruited grade 5/6 classes from eight public schools in New South Wales, Australia. They were randomly allocated to intervention or control groups. Teachers from the intervention group received one day of professional learning and a resource pack (including physical activity-promoting equipment) to enhance their teaching capacity and increase the likelihood of program sustainability. They were asked to adapt their lessons to incorporate movement-based learning into their daily mathematics program for at least three lessons per week over a six-week period. After the experiment, a total of 66 grade 5/6 students and teachers alternately participated in focus-group interviews.
The results elucidate that both teachers and students experienced increased positive feelings, enjoyment, and enthusiasm for mathematics. Additionally, it enhanced opportunities for students' social, emotional, physical, and cognitive development. An interesting aspect is that students perceive their teachers' positive response to the plan, likely due to trying something different, adopting a new approach to teaching, or experiencing fewer discipline problems. Furthermore, students feel that they are using their bodies to engage with mathematics, attributing their improvements to the diverse presentation of learning materials. They can collect, analyze, and interpret data independently, facilitating their understanding of the subject, especially when oral explanations may be difficult to grasp.
Previous research has demonstrated that when teachers perceive benefits for their students, their motivation and willingness to adopt innovation increases. Despite all teachers reporting their willingness to participate in the EASY Minds program rather than following the regular curriculum, they also acknowledge that preparing for the class requires more time and energy, as it involves a new approach to teaching outside the "safe" confines of the classroom. Furthermore, the success of the intervention was strongly associated with recruiting teachers who were willing to embrace the concept of movement-based learning. Therefore, future replication, translation, and sustainability of the program may face financial constraints that will need to be addressed through school policy.
Stop
“‘Being free’, ‘having fun’, and given ‘freedom to learn’ were ideas commonly raised. ‘I like doing sport and being active and when you combine that with maths it makes it much more enjoyable.’”(p. 1660)
We always promote the idea of 'learning for fun' or 'freedom in learning', etc. These are great concepts, and I believe they are based on considering the learners' perspective. However, the reality is not always like this. I have never been good at math since I was a child, but that doesn't mean I don't like it. It just makes me feel like a failure in the learning process. Now, as a teacher, teaching math is not a big deal for me to accomplish. However, I never had any positive experiences learning math. Even in the teacher education program, we only learned how to make the teaching process fluent, how to explain concepts clearly, and how to address students' misconceptions about math. It makes me unsure of how to turn math classes into enjoyable experiences. Another key point is that there is a significant gap in the Western education environment, and I find myself standing before this gap without knowing where the next step is.
“Many students could not specifically identify what aspect of the program had helped them learn mathematics better, but simply felt that it was being outside in the fresh air and having more fun.”(p. 1660)
Okay, well, I think I might be like a student in this quote now. I don’t have a strong enough math background, so I possibly might not understand the mathematical theory behind arts, physical education, and music. However, these brand-new activities feel like fresh air to me, and maybe all I need is fresh air to permeate my thinking swamp and wait for the brain's evolution.
Question
During your time as a student, have you ever experienced the feeling of "being free", "having fun", or having the "freedom to learn" during your math learning experiences?
Hi Hsuan-Yu,
ReplyDeleteThank you sharing your thoughts. Unfortunately, I have rare experience on having the freedom to learn during my math journey. I have to follow the instruction of my teacher. However, I remembered the time I had fun with Mathematics was an activity asking us to create parabolic curves from straight lines. That was the first time I appreciate the beauty of mathematics.
Thank you for sharing. The issues you mentioned in Stop are worth thinking about. Due to the complexity of the activity or intervention, the student is sometimes not able to understand what things he/she should focus on or what is helping him/her to learn. When these situations occur, we should carefully consider the various components of the campaign to ensure clarity of purpose and prioritization of content. Looking back on my math studies, unfortunately most of the time I was doing exercises as well as practicing repeatedly. It wasn't until undergrad that I had the relative freedom to learn math.
ReplyDeleteGrowing up, my experience with mathematics was far from inspiring. In my country, math was taught in a rigid and robotic manner, focusing solely on memorization and rote problem-solving. The emphasis was on theories and facts, but there was little explanation of how these concepts applied to real-life situations. As a result, I struggled to see the relevance and practicality of what I was learning.
ReplyDeleteDespite my love for numbers, my experience as a student left me feeling disheartened and disconnected from mathematics. The lack of engagement and meaningful context made it difficult for me to develop a positive relationship with the subject. However, my negative experiences have only fueled my determination to be part of a system that revolutionizes the way math is taught.
I am driven by a deep desire to change the perception of mathematics and provide students with a more positive and enriching learning experience. I believe that math should be taught in a way that fosters curiosity, creativity, and critical thinking. Students should be encouraged to explore mathematical concepts in depth, to understand their relevance to the world around them, and to apply them to real-world problems.
My own struggles with math have made me acutely aware of the importance of creating a supportive and inclusive learning environment. I am committed to empowering students to overcome their fears and insecurities about math, and to instill in them a sense of confidence and self-belief. By nurturing a growth mindset and celebrating mistakes as opportunities for learning, I hope to inspire a new generation of math enthusiasts.
Furthermore, I am eager to explore mathematics in ways that I never had the opportunity to experience as a student. I am curious about the endless possibilities for integrating technology, interdisciplinary connections, and hands-on activities into math education. I believe that by embracing innovation and embracing diverse teaching methods, we can make math more accessible, engaging, and enjoyable for all students.