Evidence-based designs for physically active and playful math learning-Reference-Cited by-同舟云学术

Evidence-based designs for physically active and playful math learning

Published:2023-04-03 Issue:2 Volume:62 Page:166-180
ISSN:0040-5841
Container-title:Theory Into Practice
language:en
Short-container-title:Theory Into Practice

Author:

Alvarez-Vargas Daniela¹^ORCID,Lopez Perez Jessica Paola¹,Bermudez Vanessa Noemy¹,Beltrán-Grimm Susana²,Santana Evelyn¹,Begolli Kreshnik¹,Bustamante Andres Sebastian¹

Affiliation:

1. School of Education, University of California, Irvine, California, USA

2. Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana, USA

Funder

EF+Math Program of the Advanced Education Research and Development Program

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00405841.2023.2202131

Reference51 articles.

1. Teachers’ gestures and speech in mathematics lessons: forging common ground by resolving trouble spots

2. Grounded Cognition

3. Teaching mathematics by comparison: Analog visibility as a double-edged sword.

4. Bermudez, V., Begolli, K. N., Alvarez-Vargas, D., Lopez-Perez, J., Santana, E., Bailey, D. & Bustamante, A. S. (2023, March 23-25). Number ball: Learning whole number arithmetic through play [Paper symposium]. Society for Research on Child Development, Salt Lake City, UT.

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1. Buckets of fun: Impacts of fraction ball activities on students' math-related emotions;Journal of Applied Developmental Psychology;2024-05

2. Teacher Motivational Scaffolding and Preschoolers’ Motivational Triggers in the Context of Playful Learning of Multiliteracy and Digital Skills;Early Childhood Education Journal;2024-04-01

3. Fraction Ball impact on student and teacher math talk and behavior;Journal of Experimental Child Psychology;2024-03

4. Creative arts, physical activity, and children’s play in early childhood;Theory Into Practice;2023-04-03