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Maths on the Move: Learning through movement
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This case study was conducted in a mainstream secondary school and focused on two female pupils with Special Educational Needs and Disabilities (SEND). Using the Lesson Study model, the research explored how movement-based learning and manipulatives could support engagement and understanding in mathematics, particularly for learners with cognitive and social communication needs.
Aims: The study aimed to evaluate the impact of movement-based activities and tactile resources, specifically algebra tiles, on the mathematical performance of pupils with SEND. It sought to identify how spatial dynamics and kinaesthetic strategies could be used to enhance conceptual understanding and motivation in mathematics.
Methods: Three lesson study cycles were planned and observed collaboratively. Activities included learning about angles through movement in large spaces and solving algebraic problems using manipulatives. Observations focused on pupil engagement, comprehension and independence. Pupil voice was gathered to assess enjoyment and perceived learning. Ethical consent was obtained for anonymised publication.
Findings: Movement-based activities and manipulatives significantly improved engagement and understanding for both pupils. A larger space was essential for successful movement tasks. Pupil A showed strong conceptual grasp using algebra tiles but was reluctant to record answers. Pupil B required initial support but progressed to independent problem-solving, expressing enjoyment and pride in her success. The maths department has since invested in manipulatives for wider use.
Implications: The study highlights the value of movement and manipulatives in supporting inclusive maths teaching. It recommends considering spatial arrangements and differentiated resources to meet diverse needs. These strategies not only benefit pupils with SEND but also help close attainment gaps for disadvantaged learners more broadly.
Description
Keywords (free text)
inclusion-special educational needs and disabilities (SEND), mathematics, movement-based learning, manipulatives