Evidence-based designs for physically active and playful math learning

Bibliographic Data

ID4975760
AuthorsDaniela Alvarez-Vargas (0000-0002-4075-1154, School of Education, University of California, Irvine, California, USA, corresponding author), Jessica Paola Lopez Pérez (School of Education, University of California, Irvine, California, USA), Vanessa N Bermúdez (0000-0002-4825-1955, University of California, Irvine), Susana Beltrán-Grimm (0000-0003-2893-1926, Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana, USA), Evelyn Santana (School of Education, University of California, Irvine, California, USA), Kreshnik Begolli (School of Education, University of California, Irvine, California, USA), Kreshnik N Begolli (0000-0003-4801-6688, University of California, Irvine), Andres S Bustamante (0000-0002-7678-816X, University of California, Irvine)
Year2023
Volume62
Issue2
Pages166-180
Publication date2023-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2023.2202131
OpenAlexW4365510955
LanguageEN
Citations received1
References cited42

In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard. Lastly, we conclude with a detailed graphical tutorial showcasing how the research literature and evidence-based classroom learning activities inform the development of 2 different mathematics games that supplement classroom instruction. We share the design of whole number and rational number basketball games to emphasize how teachers, administrators, and policymakers can replicate these games in their own context. Overall, this work can inform administrators and policymakers on supporting math and physical education by developing guided activities that incorporate the principles of the science of learning, motivation, and physical education science to provide students with optimal math learning opportunities

Active learning (machine learning · Basketball · Context (archaeology · Instructional design · Math education · Mathematics education · Pedagogy · Work (physics · Artificial Intelligence · Computer Science · Educational Games and Gamification · Engineering · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology

Tools

Open DOI