Integration of choreography and movement activities as a means of teaching mathematics to primary school students
DOI:
https://doi.org/10.31652/3041-2439-2026-5-3Keywords:
choreographic approach, kinesthetic learning, mathematics education, primary school, physical activity, neurodidacticsAbstract
The article examines the effectiveness of integrating choreographic elements and movement activities into the process of teaching mathematics in primary school. The relevance of this topic stems from the need to find innovative teaching methods that account for children's natural need for movement and promote a positive attitude toward mathematics as a subject. The paper explores the theoretical foundations of kinesthetic learning and analyzes research from neuropsychology and pedagogy that confirms the positive impact of physical activity on cognitive processes in younger students. Specific practical methods for integrating choreographic movements into the study of primary school mathematical concepts are presented, including counting within 100, multiplication tables, arithmetic operations (addition, subtraction, multiplication, division), geometric figures (triangle, square, rectangle, circle), and concepts of parallelism and perpendicularity. Special attention is given to implementing movement activities such as creating «living geometric figures» with students' bodies, rhythmically reproducing multiplication tables through dance elements using various tempos and rhythmic patterns, organizing numerical flash mobs using different choreographic formations, and mathematical movement activities during breaks to maintain physical activity. The study demonstrates that using choreographic methods in mathematics teaching activates additional areas of the child's brain, forms stronger neural connections, and promotes better retention of mathematical material through muscle memory and kinesthetic experience. The research shows that integrating movement into mathematics education significantly reduces the level of math anxiety in younger students, increases their intrinsic motivation to study the subject, and creates a positive emotional experience associated with mathematics. A system of didactic principles for the effective implementation of the movement-choreographic approach is proposed, taking into account the age-related psychophysiological characteristics of primary school students (grades 1-4), including students with special educational needs, and their safety requirements during physical activity within the educational environment.References
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