Physical activity in mathematics education. Developing “Grundvorstellungen” of multiplication by learning through physical activity

Bayer F, Rottmann T (2018)
Learning Tech - Tidsskrift for læremidler, didaktik og teknologi 4(4): 66-93.

Zeitschriftenaufsatz | Veröffentlicht| Englisch
 
Abstract / Bemerkung
The term “Learning through Physical Activity” is used to describe learning processes in which whole-body movement is strongly linked to the learning content. Although this way of learning is generally accepted and its positive impact on the learning process is theoretically grounded, ideas for the practical application in mathematics education in Germany are largely missing, as is any corresponding scientific research. This paper aims to close this research gap. In order to do so, movement games, which support the development of “Grundvorstellungen” of multiplication, were developed and scientifically evaluated using a pre- and post-test design during a teaching unit in a mixed-age group. Particular focus was given to students with learning difficulties in mathematics. This paper contextualises the term Learning through Physical Activity and gives an insight into the mathematical concept of Grundvorstellungen of multiplication. The designed movement games, as well as the developed diagnostic tool, are presented in this paper. Furthermore, the results of the exploratory study and perspectives for further teaching studies are described.
Erscheinungsjahr
2018
Zeitschriftentitel
Learning Tech - Tidsskrift for læremidler, didaktik og teknologi
Band
4
Ausgabe
4
Seite(n)
66-93
ISSN
2445-7981
eISSN
2445-6810
Page URI
https://pub.uni-bielefeld.de/record/2937632

Zitieren

Bayer F, Rottmann T. Physical activity in mathematics education. Developing “Grundvorstellungen” of multiplication by learning through physical activity. Learning Tech - Tidsskrift for læremidler, didaktik og teknologi. 2018;4(4):66-93.
Bayer, F., & Rottmann, T. (2018). Physical activity in mathematics education. Developing “Grundvorstellungen” of multiplication by learning through physical activity. Learning Tech - Tidsskrift for læremidler, didaktik og teknologi, 4(4), 66-93. doi:10.7146/lt.v4i4.110494
Bayer, F., and Rottmann, T. (2018). Physical activity in mathematics education. Developing “Grundvorstellungen” of multiplication by learning through physical activity. Learning Tech - Tidsskrift for læremidler, didaktik og teknologi 4, 66-93.
Bayer, F., & Rottmann, T., 2018. Physical activity in mathematics education. Developing “Grundvorstellungen” of multiplication by learning through physical activity. Learning Tech - Tidsskrift for læremidler, didaktik og teknologi, 4(4), p 66-93.
F. Bayer and T. Rottmann, “Physical activity in mathematics education. Developing “Grundvorstellungen” of multiplication by learning through physical activity”, Learning Tech - Tidsskrift for læremidler, didaktik og teknologi, vol. 4, 2018, pp. 66-93.
Bayer, F., Rottmann, T.: Physical activity in mathematics education. Developing “Grundvorstellungen” of multiplication by learning through physical activity. Learning Tech - Tidsskrift for læremidler, didaktik og teknologi. 4, 66-93 (2018).
Bayer, Friederike, and Rottmann, Thomas. “Physical activity in mathematics education. Developing “Grundvorstellungen” of multiplication by learning through physical activity”. Learning Tech - Tidsskrift for læremidler, didaktik og teknologi 4.4 (2018): 66-93.
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