Fraca Santamaria, ME;
Mavrikis, M;
Kambouri, M;
Yuen, N;
Bakirtzoglou, R;
Mair, G;
Highmore, A;
(2019)
Towards a Hybrid Learning Space for Engaging Primary Pupils in Physically-Active Mathematics: the case of Numberfit.
In:
Proceedings of the Hybrid learning spaces - design, data, didactics. ECTEL workshop - HLS D3 2019.
(pp. P7).
: Delft, Netherlands.
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Abstract
In this paper, we present a case study of an intervention in which physical and tangible resources and activities for mathematics are enhanced through digital elements. This approach is a product of an educational social enterprise Numberfit. An online platform allows the teachers and Numberfit facilitators to design a lesson plan for physically active mathematics where students interact with, collaborate within groups and compete with other groups while practising a range of topics and get points for their behaviour and solutions. These points are recorded through an app that feeds data on a leaderboard which is displayed on the screen. Some lessons are planned as a webcam competition that is led by a remote Numberfit facilitator while displaying what is going on and leaderboard from several schools. Following smaller trials, Numberfit is now being scaled up and piloted at three different schools. This paper describes the engaging hybrid learning space that is created through the Numberfit approach, as well as preliminary findings of the empirical research that explores whether and how students’ motivation and attainment are affected
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