Week 5 - Reading Summary

 Riley, N. et al. (2017). Movement-based mathematics: Enjoyment and engagement without compromising learning through the EASY Minds Program. EURASIA Journal of Mathematics Science and Technology Education. https://doi.org/10.12973/eurasia.2017.00690a

     This article is part of a larger study on the effectiveness of the Encouraging Activity to Stimulate Young Minds (EASY Minds) program in New South Wales, Australia. The research presented here focuses on the teacher and students perceptions of the program after a 6-week experience. Interviews were conducted with 66 upper primary (elementary) students and 4 teachers.

    The EASY Minds program was designed with two purposes: to increase physical activity through the school day with a specific focus on mathematics lessons and to increase student engagement with mathematics tasks in primary school. Prior to the study, the program underwent a successful efficacy trial. The study upon which this article is based was done in a randomized controlled trial. Teachers that were to implement the program received one day of professional development prior to implementing lessons. The activities in the program are designed to use physical activity to promote fluency of number operations and to use places in and around the school to look for mathematics. The program is based on a pedagogical model from the New South Wales Quality Teaching model in which lessons entail intellectual quality (IQ), teachers provide a quality learning environment (QLE), and have meaningful lessons for students or “generate significance (SIG)” (p. 1656).

    The larger study included 8 public schools in New South Wales, Australia using grade 5/6 students in intervention (6) and control (4) groups. In addition to the professional development mentioned above, teachers received a packet of resources and equipment to support lessons. Data was collected using a focus group methodology for the 66 students and interviews for the four teachers and both types of events were digitally recorded and transcribed. An inductive qualitative analysis approach was used by a researcher independent of the program and data collection.

    The analysis identified themes to student and teacher perceptions of the EASY Minds program. Both groups indicated that the enjoyment of mathematics and engagement had increased. Students also noted that the activities felt freeing and that the expenditure of energy helped them learn. Higher performing students noted they were able to take mathematics to new levels and students who tend to struggle found the hands-on format allowed them to understand concepts. Additionally, students noted that they felt their teacher enjoyed teaching mathematics more than before the program was implemented. Teachers observed that students were not only more engaged during mathematics lessons but also after the lessons. The focus group and teacher interview data revealed that the program met the required components of the NSW Quality Teaching Model for IQ, QLE, and SIG. Students’ statements reflected aspects of higher order thinking and deep understanding and any criticism was related to struggles with the physical activities (like hitting a target with a bean bag) distracting from mathematics content. In regard to QLE, data showed that students identified components of self-direction and social support. The lessons also supported SIG through a feeling of connectedness between the activities and the real world.

    Some specific teacher observations were noted about the movement-based lessons. Teachers recognized that the lessons took longer to prepare than other formats but they felt they might become more fluent at preparing these kinds of activities with practice. Additionally, teachers noted that they had to be “more creative and forward thinking” (p. 1666) and felt they would continue with the program after the study. The idea of extending the program to other subjects and to the whole school was communicated.

    In discussion and conclusion, the authors note that this study confirms and explains findings of the larger study of increased engagement in mathematics lessons. They connect previous studies’ findings that teacher attitude in regard to mathematics is a major predictor of students’ attitudes to how the teachers and students in this study found increased enjoyment of mathematics. The authors also note that the day of professional development contributed in part to the success of the EASY Minds program. Limitations such as cost and availability of equipment are discussed. They conclude by stating that quality teaching and learning is supported by movement-based activities being embedded across the school day.