Movement in Math: A Look at Integrating Movement-Based Activities into a Kindergarten Math Classroom
Abstract
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. 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.
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Recommended Citation
Gonzales, Katelyn R.
(2024)
"Movement in Math: A Look at Integrating Movement-Based Activities into a Kindergarten Math Classroom,"
Networks: An Online Journal for Teacher Research:
Vol. 25:
Iss.
2.
https://doi.org/10.4148/2470-6353.1394
Special Issue
Yes
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons
