A collective approach to embodied learning in early years mathematics (ELEMS Phase 1)
Résumé
The aim of this paper is to illustrate how collaboration between researchers and teachers in naturalistic classroom settings can translate previous research findings on embodied learning into mathematics curriculum-connected pedagogy to enhance children’s learning and cater for diversity in learning needs. The paper presents a brief overview of a three-phase design-based research and development project in Australia but focuses on the ‘collective approach’ that evolved during Phase 1 across 2022. Three scenarios are used to illustrate the collective approach and present three associated translative outcomes.
Origine | Fichiers produits par l'(les) auteur(s) |
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