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.

Keywords: movement, gross motor activities, mathematics, kindergarten, play, play-based learning, engagement, early elementary, elementary, exercise, activity, teacher, learning, classroom, graph, addition, shapes, afternoon, counting

How to Cite:

Gonzales, K. R., (2024) “Movement in Math: A Look at Integrating Movement-Based Activities into a Kindergarten Math Classroom”, Networks: An Online Journal for Teacher Research 25(2). doi: https://doi.org/10.4148/2470-6353.1394