A3 Book section, Chapters in research books
Learning Mathematical Concepts as a Whole-Body Experience : Connecting Multiple Intelligences, Creativities and Embodiments within the STEAM Framework (2020)
Fenyvesi, K., Lehto, S., Brownell, C., Nasiakou, L., Lavicza, Z., & Kosola, R. (2020). Learning Mathematical Concepts as a Whole-Body Experience : Connecting Multiple Intelligences, Creativities and Embodiments within the STEAM Framework. In P. Burnard, & L. Colucci-Gray (Eds.), Why Science and Art Creativities Matter : (Re-)Configuring STEAM for Future-Making Education (pp. 300-336). Brill Sense. Critical Issues in the Future of Learning and Teaching, 18. https://doi.org/10.1163/9789004421585_018
JYU authors or editors
Publication details
All authors or editors: Fenyvesi, Kristóf; Lehto, Saara; Brownell, Christopher; Nasiakou, Lena; Lavicza, Zsolt; Kosola, Riikka
Parent publication: Why Science and Art Creativities Matter : (Re-)Configuring STEAM for Future-Making Education
Parent publication editors: Burnard, Pamela; Colucci-Gray, Laura
ISBN: 978-90-04-39611-1
eISBN: 978-90-04-42158-5
Journal or series: Critical Issues in the Future of Learning and Teaching
ISSN: 2542-8721
Publication year: 2020
Number in series: 18
Pages range: 300-336
Number of pages in the book: 444
Publisher: Brill Sense
Place of Publication: Leiden
Publication country: Netherlands
Publication language: English
DOI: https://doi.org/10.1163/9789004421585_018
Publication open access: Not open
Publication channel open access:
Abstract
Mathematics and science education are still strongly based on the concept of mind–body dualism, in which mind and body are viewed as separate entities. Learning mathematics is most often regarded as a solely intellectual activity, which involves only the brain. The “Maths in Motion” modules described in this chapter were collaboratively written and field tested by experts in dance/movement, educational researchers and mathematics education researchers. neuropsychological research has shown that physical activity correlates positively with cognitive skills. This chapter describes six activities, linking them to theories of multiple intelligences, multiple creativities and multiple embodiment. Each activity presents STEAM-integrated mathematics educational practices, which highlight methods of “embodying” mathematical concepts through physicality and kinaesthetic engagement, imagination and creativity. Our goal is to present outlines of these multidisciplinary and multisensory learning programs, which open up new dimensions for students, teachers and parents by offering the simultaneous experience of structural, spatial, rhythmic and symbolic dimensions of mathematics through body movement. The main body of this chapter describes these modules and some of the theoretical underpinnings of their creation. They represent the results of an international Erasmus+ educational project, called “Maths in Motion”.
Keywords: art education; upbringing; education and training; learning; philosophy of education; natural sciences; mathematics
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2020
JUFO rating: 1