物理活动数学课对儿童数学表现和数学相关情感因素的影响:多臂集群随机对照试验
Heidi J Syväoja1, Sirpa Sneck1,2, Tuomas Kukko1
1Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland.
The British journal of educational psychology
|May 5, 2024
概括
在数学上进行体力活动的学习并没有提高成绩,但对一些学生来说增加了焦虑. 运动技能影响了体力活动数学课程中的乐趣和焦虑水平.
科学领域:
- 教育心理学教育心理学
- 运动学 运动学
- 儿童发展 儿童发展
背景情况:
- 身体活动 (PA) 与学术效益有关,但学习的最佳课堂PA仍然不清楚.
- 在数学教育中调查特定的PA干预对于理解其影响至关重要.
研究的目的:
- 检查物理活动数学课对儿童数学表现和相关态度的影响.
- 为了确定性别或先前的数学/运动技能是否会缓和这些影响.
主要方法:
- 一个为期5个月的集群随机对照试验,涉及397名儿童 (平均年龄9.3岁).
- 干预组包括体力活动学习 (PAL) 课程,PA 休息时间和对照组.
- 通过课程测试和问卷来评估数学表现,享受,自我认知和焦虑.
主要成果:
- 两组之间没有观察到数学表现或自我感知的显著差异.
- 在PAL组中,数学焦虑增加,特别是在运动技能较低的儿童中.
- 在PA休息组中,运动技能最低的儿童的乐趣下降.
结论:
- 身体活跃的数学课程并没有提高数学表现或自我感知.
- 积极学习对数学焦虑和乐趣的影响取决于儿童的运动技能水平.
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