Promoting Mathematics Learning in Young Children Through the Use of Embodied Mathematics Teaching Modules

The "theory of embodied mathematics cognition for young children" is based on the use of the senses and body movement to perceive reality and, in turn, produce different perceptions and concepts. Given the importance of embodied mathematics learning for young children and the lack of relevant research, using embodied mathematics teaching modules to promote children's understanding of mathematics at the kindergarten level is essential. Accordingly, the main purpose of this study was to enhance young children's mathematics learning by implementing designated embodied mathematics teaching modules as an intervention. A quasi-experimental design with pre- and post-tests was employed, using the "Taiwanese Embodied Mathematics Assessment-Short Form (TEMA-SF)" to collect data through clinical interviews. The data were then analyzed quantitatively, along with exploratory descriptions. The findings and discussions of this study are reported in two major sections: First, we reveal and discuss how the revised version of the 10 embodied mathematics teaching modules, as the intervention for the experimental group, significantly promoted the children's embodied mathematics learning in overall scores and geometry. Then, since the TEMA-SF was administered through clinical interviews, we explore how the TEMA-SF can serve as a comprehensive yet developmentally appropriate assessment tool for measuring young children's mathematics learning performance.