The Implementation of Active, Bodily Experience Mathematics Learning Activities: the Perspective of Italian Primary and Secondary School Mathematics Teachers

Abstract

Abstract Despite the growing emphasis on embodied education in mathematics research, it remains unclear how extensively these ideas permeate schools. Through an exploratory survey, we pinpoint common traits and differences in beliefs among a convenience sample of Italian primary and secondary school mathematics teachers, searching for contextual and individual factors that could influence the active, bodily experience mathematics learning (ABM) activities implementation. Teachers refer to the insufficient availability of suitable spaces and resources as the primary obstacle to implementation, while lack of familiarity and guidance is another significant challenge. Secondary school teachers, and in particular those who reported to integrate fewer such activities in the classroom, express concerns about time constraints, leading to diminished belief in the efficacy of ABM activities. Transfer of learning is reported by teachers as the greatest difficulty for students. Providing specific training, along with concrete examples of resources, is hypothesized to be a key supportive strategy. The impact sheet to this article can be accessed at 10.6084/m9.figshare.27151194.