The Impact of Purposeful Movement in Algebra Instruction.

Abstract

The Impact of Purposeful Movement in Algebra Instruction Kinesthetic lessons incorporate movement in the classroom. Several studies have suggested that this type of instruction has been associated with better student outcomes. There are two ways in which movement can be used in the classroom. Unrelated movement is defined as movement that is not specifically related to content instruction. Examples of unrelated movement include the use of a stress ball or toy for tactile stimulation, dance, exercise, and other forms of movement that do not demonstrate understanding of content. Purposeful movement is considered to be movement that is directly related to the content being taught. Examples of purposeful movement include students walking around the edge of an object to understand the concept of perimeter or moving their hands to demonstrate how the planets revolve around the sun. Studies involving unrelated and purposeful movement in classrooms of various content areas and grade levels were examined. Attention was paid to studies involving unrelated and purposeful movement in mathematics classrooms, specifically. Lynch (2007) addressed the format of arts-integrated lessons and suggested that infusing the arts into classroom curriculum supported learning. In 2005, Lister conducted a study that suggested there was a significant difference of positive attitudes toward learning-style instructional treatments. An increasing number of instructors have been integrating the arts into their instruction as a means of meeting the individual learning styles of their students. The incorporation of movement can meet the needs of kinesthetic learners and allow other students the opportunity to get a break from the traditional, sitting at a desk with paper and a pencil, style found in the vast majority of classrooms. Effects of Unrelated Movement in Classrooms Movement not related to content has been examined in several studies. One such study revolved around the Minds in Motion program in the metropolitan Richmond, Virginia, area (Compton, 2008). The program's concept was based on the principle that movement makes the brain sharper. The results suggested that students believed they improved academically and worked better with their peers because of the movement they did in their classes. Block, Parris, and Whiteley (2008) found that the addition of kinesthetic learning aids, Comprehension Process Motions (CPMs), to conventional reading lessons could significantly increase students' learning outcomes in grades as early as kindergarten. CPMs are hand gestures that are used to represent unseen comprehension processes. The researchers suggested that students who are given kinesthetic teaching aids outperform students who are taught the same processes without the aids. Stalvey and Brasell (2006) conducted a study to determine the effect of stress ball use on the attention span and distraction level of students during direct instruction and independent writing practice. Results of the study suggested that when students used stress balls, attention increased during both direct and independent practice, writing scores increased during independent practice, students of all learning styles benefited, and peer interactions improved. While the abovementioned research addressed the positive impact movement had on student learning outcomes, it was not purposeful in nature. It was movement for movement's sake, not movement to reinforce academic principles. Researchers in the studies did not mention mathematics nor did they address the impact on older students. The previous research did suggest the need to incorporate bodily movement in the classroom. Effects of Unrelated Movement in Mathematics Classrooms Articles have been written to address the effects of movement in mathematics classrooms. Watson (2005) suggested the use of dance as a means to teach mathematics. …