Embodiment, emotion and cognition in primary school mathematics learning: a mixed-methods quasi-experimental study on multimodal environments and embodied teaching
Parole chiave:
embodiment, scuola primaria, insegnamento, narrazione, apprendimento all’apertoAbstract
Questo studio analizza l’efficacia di un intervento didattico incentrato sull’esperienza corporea e multimodale sull’apprendimento della matematica, l’impegno scolastico e la regolazione emotiva negli alunni della scuola primaria. Utilizzando un disegno quasi-sperimentale basato su metodi misti, sono stati coinvolti 84 alunni delle classi quarta e quinta della scuola primaria, suddivisi in un gruppo sperimentale (n=42) e un gruppo di controllo (n=42). L'intervento di dodici settimane ha integrato attività fisiche, laboratori pratici, apprendimento all'aperto, narrazione corporea e ambienti orientati alla creazione nell'insegnamento della matematica. I dati quantitativi sono stati raccolti utilizzando strumenti convalidati a livello internazionale: lo Student Engagement Instrument – Versione elementare (SEI-E), il Questionario sui punti di forza e le difficoltà (SDQ), la Scala di valutazione dell'ansia matematica per gli studenti delle elementari (MARS-E) e test standardizzati di competenza matematica. I dati qualitativi sono stati ottenuti attraverso osservazioni sistematiche, focus group e diari di riflessione degli insegnanti. I risultati mostrano miglioramenti statisticamente significativi nel gruppo sperimentale in termini di abilità matematiche, motivazione intrinseca, coinvolgimento e riduzione dell’ansia matematica. L’analisi qualitativa evidenzia inoltre una maggiore partecipazione attiva, consapevolezza corporea e costruzione condivisa di significato. Lo studio conferma il valore dell’embodiment come paradigma trasformativo per l’insegnamento di materie specifiche.
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