Riley et al: Movement-based mathematics without compromising learning

Summary: The article “Movement-based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program” investigates whether integrating physical activity into primary school mathematics lessons can improve students’ enjoyment and engagement without reducing learning quality. Conducted as part of a cluster randomized controlled trial in Australian Grade 5/6 classrooms, the six-week EASY Minds program trained teachers to embed movement into math lessons (e.g., using jumping, measuring outdoor spaces, or collecting physical-activity-based data to learn concepts such as averages, geometry, and number operations). Through focus groups with 66 students and interviews with teachers, the study found that students perceived the lessons as more enjoyable, engaging, and meaningful compared to traditional worksheet-based instruction. Many reported better focus, improved understanding (especially of concepts like averages and times tables), and greater enthusiasm for mathematics. Teachers observed increased on-task behaviour, peer collaboration, and accessibility of learning for previously disengaged students. Guided by the NSW Quality Teaching model, the program demonstrated that movement-based pedagogy can promote intellectual quality, supportive learning environments, and real-world relevance. Overall, the findings suggest that integrating physical activity into mathematics enhances engagement and attitudes toward learning while maintaining high-quality instruction and academic outcomes.

Stop 1: One moment that made me pause was students’ repeated description of feeling more focused and less distracted during movement-based mathematics lessons. Several students noted that being active helped them “concentrate on two things at once,” such as moving their bodies while thinking mathematically. This challenged the common assumption that movement necessarily distracts from learning, especially in mathematics, which is often framed as requiring stillness and quiet. Instead, the article suggests that physical activity can actually support attention and reduce off-task behaviour, particularly for students who typically struggle to remain engaged during worksheet-based lessons.

Stop 2: Another point that stood out was how students described mathematics becoming more accessible once they had “done the maths with their bodies.” This phrase stayed with me because it highlights learning as embodied rather than purely abstract. Students reported understanding concepts like averages and estimation more clearly after collecting and analyzing data generated through physical activity. This resonates with ideas of multimodal learning and challenges traditional views of mathematics as something learned only through symbolic or written representations. It also made me think about how often classroom practices privilege certain learners while unintentionally excluding others.

Stop 3: A third moment that prompted reflection was teachers’ acknowledgement that the EASY Minds program pushed them to reconsider their own pedagogical routines. Several teachers admitted they had become comfortable repeating familiar methods and described the program as an opportunity to rethink how mathematics could be taught differently. I found this significant because it frames movement-based learning not only as a student intervention but also as a form of professional learning that encourages teacher creativity, risk-taking, and reflection on what counts as “quality” mathematics instruction.

To invite further discussion, I wonder: Do you think movement-based mathematics can be meaningfully used in secondary school settings, rather than being limited to primary classrooms? What opportunities and challenges do you see in applying this approach with older students?