Campus Location
Abilene Campus
Date of Award
Spring 5-6-2022
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Kim Hardin
Second Advisor
Andrew Huddleston
Abstract
Gross-motor movements have shown promising effects on student academic achievement and engagement especially in kindergarten classrooms. The purpose of this study was to examine what happens when movement-based mathematical activities are introduced into a kindergarten math curriculum and its implications on how kindergarteners engage during math time. Using surveys, observational and reflective data, and semi-structured interviews of students and my cooperating teacher, this study aimed to examine student and teacher perceptions of incorporating movement-activities. When movement activities were introduced into math time, the students were more engaged in math. The movement activities served as form of play-based learning and relied on thorough planning and preparation. Through the constant-comparative method, I generated 12 level 1 and three level 2 codes from key themes and analyzed descriptive statistics for numerical data from my surveys. This study also strived to understand teachers’ feelings about incorporating movement-based activities into their regular math lessons.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Belch, Katelyn, "Movement in Math - Integrating Movement-Based Activities into Kindergarten Math" (2022). Masters of Education in Teaching and Learning. 46.
https://digitalcommons.acu.edu/metl/46