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Rörelse inom matematikundervisningen: En systematisk litteraturstudie om hur rörelse kan användas i matematikämnet i årskurs F-6
Örebro University, School of Science and Technology.
Örebro University, School of Science and Technology.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Movement in mathematics education : A systematic literature review on how movement can be used in in the mathematics subject in grades F-6 (English)
Abstract [sv]

I samhällsdebatten belyses ofta den fysiska aktivitetens påverkan på människors välmående och kognitiva utveckling. Enligt Folkhälsomyndigheten bör barn mellan 6 och 17 år vara fysiskt aktiva minst 60 minuter dagligen. Rörelsepauser har därför blivit ett allt vanligare inslag under lektionerna, framförallt för de yngre eleverna. Från vår verksamhetsförlagda utbildning har vi dock fått uppfattningen av att en del lärare väljer att avstå rörelsepauser på grund av att tid tas från de olika teoretiska ämnena. Syftet med denna systematiska litteraturstudie var att bidra med en större förståelse för hur rörelser kan användas och organiseras i matematikundervisningen. Samt huruvida rörelsepauser kan påverka elevers matematiklärande i årskurs F-6. Resultatet visade att rörelse kan användas i matematikundervisningen, både som en rörelsepaus men också som ett medierande redskap. Resultatet visade också att en 5 till 10 minuters rörelsepaus av pulshöjande karaktär, som var frikopplad från lärandeinnehållet, var mest effektiv för elever i åldern 8 till 12 år gällande matematikprestationer och koncentrationsförmåga. Resultatet tyder på att alla elevers matematiklärande gynnas av rörelser och rörelsepauser i matematikundervisningen. 

Abstract [en]

The social debate often highlights the impact of physical activity on people's well-being and cognitive development. According to the Public Health Authority, children between the ages of 6 and 17 should be physically active for at least 60 minutes per day. Movement breaks have become an increasingly common feature during lessons, especially for younger pupils. This means that time is taken from the theoretical subjects and therefore some teachers choose not to use movement breaks. Therefore the purpose of this systematic literature review was to contribute to a greater understanding of how physical activity could be implemented and organized in mathematics education. As well as whether movement breaks could affect pupils mathematical learning in ages 6 to 12. The results that was found showed that physical activity could be implemented as movement breaks or as a learning tool. The result also showed that a 5 to 10 minutes long aerobe movement break that was not connected to the learning content was most effective amongst children between the ages of 8 to 12. Using physical activity in mathematics education improves the pupils on task- behaviour and commitment for the subject. The result indicates that all pupils’ mathematics learning is favoured by physical activity and movement breaks. 

Place, publisher, year, edition, pages
2019. , p. 49
Keywords [en]
Mathematics, movement break, classroom physical activity, classroom physical break, on-task behaviour
Keywords [sv]
matematik, rörelsepaus, fysisk aktivitet, koncentrationsförmåga
National Category
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-78849OAI: oai:DiVA.org:oru-78849DiVA, id: diva2:1382145
Subject / course
Mathematics
Supervisors
Examiners
Available from: 2020-01-02 Created: 2020-01-02 Last updated: 2020-01-02Bibliographically approved

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Rörelse inom matematikundervisningen(561 kB)10 downloads
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