Can Students Step Up Their Mathematical Learning through Movement? A Course Evaluation for Move Your Math Restricted; Files Only

Abstract

While mathematics is an important subject and mathematical learning is inevitable for all students, developing effective, practical, and fun instructional strategies is urgent and essential. Inspired by the Mathematics through Movement program at Emory, the author collaborated with another researcher to further investigate pedagogical approaches in mathematical teaching. The present work assesses the impact of movements on students’ attitudes and understanding of mathematical concepts. Through methods of field observation in the directed-study course, distribution of adopted and designed questionnaires, and interview conduction, the author collected quantitative and qualitative data to investigate changes in students’ perceptions of math when experiencing instructional movement activities. Results indicate that the embodied tools can create a positive learning experience for the participants, impacting their mathematical attitudes understanding of concepts, whiled enhancing creativity.  

Table of Contents

Table of Contents

Chapter 1. Introduction

Chapter 2. Literature Review

Chapter 3. Aims and Objectives

Chapter 4. Method/Experimental Design

4.1 Directed Study Course: Move Your Math

4.2 Survey

4.2.1 Macro-Level Survey

4.2.2 Micro-Level Survey

4.3 Participant Interviews

Chapter 5. Result

5.1 Field Observation

5.1.1 Participants’ Perspective

5.1.1.1 Calculus

5.1.1.2 Linear Algebra

5.1.1.3 Differential Equation

5.1.2 Evaluator’ Perspective

5.2 Survey

5.2.1 Macro-Level Survey Results

5.2.1.1 MAPS

5.2.1.2 Overall Course Survey

5.2.2 Micro-Level Survey Results

5.2.2.1 Calculus

5.2.2.2 Linear Algebra

5.2.2.3 Differential Equation

5.3 Interview

Chapter 6. Discussion

Chapter 7. Conclusion and Future Research

References

Appendix

APPENDIX I: Introductory Survey

APPENDIX II: Post-session Survey

APPENDIX III: Mathematics Attitudes and Perception Survey

APPENDIX IV: Sample Pre-session Survey and Post-session Survey

APPENDIX V: Sample Observation Log for the Sessions of Calculus

APPENDIX VI: Survey Quantitative Results

APPENDIX VII: Interview Questions

 

About this Honors Thesis

Rights statement

• Permission granted by the author to include this thesis or dissertation in this repository. All rights reserved by the author. Please contact the author for information regarding the reproduction and use of this thesis or dissertation.

School	Emory College
Department	Mathematics
Degree	B.S.
Submission	Honors Thesis
Language	English
Research Field	Mathematics Education, Higher Education, General
Keyword	Math and Movement Movement Mathematics Embodied Learning Embodied Tools Higher Education Mathematical Pedagogy
Committee Chair / Thesis Advisor	Manuela Manetta, Emory University
Committee Members	Jeremy Jacobson, Emory University Lori Teague, Emory University

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