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