The Impact of Purposeful Movement in Algebra Instruction

Autor/inn/en	Beaudoin, Colleen R.; Johnston, Pattie
Titel	The Impact of Purposeful Movement in Algebra Instruction
Quelle	In: Education, 132 (2011) 1, S.82-96 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Algebra; Mathematics Instruction; Secondary School Mathematics; High School Students; Movement Education; Student Attitudes; Outcomes of Education; Instructional Effectiveness; Florida + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bewegungsbildung; Schülerverhalten; Lernleistung; Schulerfolg; Unterrichtserfolg
Abstract	In recent years, educators have started incorporating learningstyle instruction into their lessons. Of particular interest is the inclusion of kinesthetic learning practices in the content area. The purpose of this study was to determine the impact of purposeful movement on learner outcomes and attitudes in high school Algebra classes. Two Algebra II classes from an innercity high school participated in this research study. The classes received the same lesson with the exception being that the treatment group's lesson incorporated purposeful movement. The purposeful movement consisted of cutting out and physically moving a parabola to demonstrate transformations of quadratic functions.A posttest was administered to both groups of students to measure learning gains and assess student attitudes. The treatment group's gains on the posttest had a mean of 84%, as compared to the control group's mean gain of 65.9%. An effect size was calculated using Cohen's d and results indicated an effect size of 0.82. On the posttest, 18.18% of the students in the control group graphed a parabola for the quadratic function question, while 85.71% of the students in the treatment group did so. The percentage gained and the large effect size suggest that incorporating purposeful movement in the teaching of the transformation of quadratic functions could improve learner outcomes. Regarding student attitudes, the group who received the lesson with purposeful movement rated their lesson more favorably than did the group who did not have the movement lesson. The positive response to movement suggests that the incorporation of purposeful movement in Algebra can improve students' attitudes. The results of this research should encourage Algebra teachers to expand their repertoire to incorporate purposeful movement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01