Since 2005, undergraduate university mathematics education has increasingly evolved towards the use of customizable, cloud-based learning management systems (LMS) like Pearson(r) and Cengage(r) [1]. These systems are limited to visual and auditory learning experiences and neglect the role of tactile experience in the acquisition of mathematical knowledge and skills. In contrast, pre-university mathematics courses increasingly employ integration of kinesthetic learning as a powerful tool to elevate student engagement, understanding, and skill retention [2]. Universities and educators who are keen to employ turnkey LMS in mathematics courses should explore the research findings and practitioner perspectives that support the incorporation of kinesthetic learning strategies in university mathematics courses [2].
In the LMS-based approach to teaching mathematics, video lectures, theoretical exercises, and click-to-explore explanations prevail: Students are expected to passively absorb information from pre-fashioned course materials [3][4]. Unfortunately, those who are not able to retain mathematical concepts in a traditional classroom setting are perhaps equally unlikely to succeed in the impersonal setting of computer-based instructional paradigms [5]. Educational research underscores the potential of kinesthetic learning (involving physical movement and hands-on activities) to significantly improve students’ comprehension and retention of sophisticated mathematical concepts under the typical purview of university instruction [6].
Kinesthetic learning in mathematics brings concepts to life through physical movement and hands-on activities via directed instruction [7]. The physical manipulation of objects, drawing of diagrams, and engagement in interactive simulations fosters a level of active engagement that goes beyond LMS-driven absorption of concepts from video lectures. This engagement broadens and deepens cognitive processing because it compels students to think actively, prompting them to explore, experiment, and problem-solve in real-time [8]. The tactile experience of touching and manipulating objects, combined with visual and auditory stimuli, creates a multisensory learning environment [9]. This integration of senses enhances the encoding of information, as each sense contributes to a more robust and interconnected cognitive landscape [10]. Kinesthetic learning bridges the gap between abstract ideas and concrete understanding. When students physically interact with mathematical models or perform movements that represent mathematical principles, they create tangible connections between the theoretical and the practical realms of reasoning.
The amalgamation of active engagement, multisensory stimulation, tangible connections, and enhanced problem-solving and critical thinking skills culminates in an overall improvement in mathematical proficiency [11][12]. This proficiency extends beyond rote memorization that lies at the base of Bloom’s Taxonomy, empowering students to apply mathematical principles in various contexts and adapt their problem-solving strategies to diverse challenges in physics, chemistry, robotics, computing, and economics [13].
The integration of manipulative tools into university-level mathematics courses transforms abstract mathematical concepts in a manner that no LMS in the foreseeable future can replicate. For example, students exploring geometric shapes through physical models and multiplayer physical games can gain a profound understanding of spatial relationships, enhancing their comprehension of geometry and three-dimensional concepts. In a word, the incorporation of movement into mathematical learning transforms the classroom into an active, dynamic space instead of the cold, reified space of the contemporary LMS. Role-playing, group exercises, and physical games not only capture students’ interest but also create an environment where mathematical principles are married to imagination, humor, classroom banter, and community-building. For example, in a geometry lesson, students could physically act out angles, shapes, bisectors, and constructions with low-cost, readily available tools (ropes, sidewalk chalk, erasable paint, etc.) Tasks can be skillfully calibrated to ensure that students do not lose focus or resort to the use of electronic devices during the activity.
One should not assume that the hegemony of the LMS makes technological innovation unwelcome in the university mathematics classroom. This luddite perspective is heartily rejected by working educators – those who should, in fact, have the most vatic insights into such matters. In fact, the integration of interactive technology (including virtual reality (VR) and augmented reality (AR) applications), propels the dead, static world of LMS-delivered mathematics education into the domain of immersive kinesthetic learning [14]. VR and virtual-world gamification provide students with immersive, cross-curricular experiences, offering learners unique opportunities to interact with abstract ideas in winsome and memorable ways [15]. Virtual environments can simulate complex mathematical scenarios, allowing horizontal and unit-based curriculum integration with modules in history, economics, physics, and languages [16]. However compellingly these strategies aver immediate benefit, their integration into university mathematics pedagogy prompts broader ethical and methodological considerations.
Ongoing research and collaboration must explore new manipulative tools, innovative movement-based activities, and emerging interactive technologies via assays of practitioner experiences as well as objective, data-centered criteria. This multidisciplinary research ensures that mathematics pedagogy remains dynamic, engaging, and responsive to the diverse learning needs of students who suffer under the yoke of LMS that exist proximally for the sake of easy reduction to quantitative value-added assessment analysis. Moreover, the development of accessible and inclusive technologies is crucial to guarantee that all students – regardless of learning styles or physical abilities – can participate fully in the benefits of kinesthetic learning [17].
A few universities have successfully implemented project-based learning approaches in mathematics courses at departmental levels. In flipped kinesthetic classroom models, students engage with instructional content outside of class and participate in hands-on activities during class time. This approach allows students to explore mathematical concepts at their own respective paces and then apply their knowledge in interactive, kinesthetic activities while physically present in the classroom. In a study conducted at Oulu University of Applied Sciences, researchers explored the creation of hand-gesture-based math videos and teachers’ perceptions of introducing them in their math lessons [18]. The videos were grounded in a kinesthetic and creative approach to math education and were found to be beneficial for students’ learning and retention at multiple levels of Bloom’s Taxonomy. Additionally, after introducing the videos to their classes, mathematics teachers expressed interest in this approach and its potential benefits, indicating a desire for more information and training on such approaches [18].
A study conducted by Apipah et al. (2018) analyzed the quality of VAK (visual and kinesthetic) learning with self-assessment regarding the ability of mathematical connection performed by students [19]. The research applied a mixed-method type with a concurrent embedded design, involving VIII-grade students from State Junior High School 9 Semarang with visual, auditory, and kinesthetic learning styles. The study found that the VAK learning model resulted in well-qualified learning from both qualitative and quantitative perspectives. Students with visual learning styles exhibited the highest mathematical connection ability, those with kinesthetic learning styles demonstrated average ability, and students with auditory learning styles showed the lowest mathematical connection ability [19].
Drawing inspiration from international endeavors like [18] and [19] (e.g. the implementation of kinesthetic learning in mathematics education in Nordic countries) permits educators to understand the ways in which different cultures integrate kinesthetic engagement into mathematics education. These studies provide valuable insights for researchers in the US and UK to consider. How does an early exposure to kinesthetic learning in university mathematics courses influence students’ pursuit of STEM careers and their ability to apply mathematical concepts in real-world scenarios? How should governments establish comprehensive teacher training programs that equip educators with the knowledge and skills to effectively integrate kinesthetic learning strategies into their postsecondary mathematics courses?
The integration of kinesthetic learning in university mathematics courses offers a promising avenue for enhancing student understanding and engagement. By incorporating manipulative tools, movement-based strategies, and interactive technology, educators can create dynamic learning environments that bridge the gap between abstract mathematical concepts and real-world applications. As universities continue to explore innovative pedagogical approaches, the adoption of kinesthetic learning stands out as a valuable strategy to empower students in their respective mathematical journeys. The evolving landscape of educational research and practice invites further exploration into global perspectives, long-term impacts, and comprehensive teacher training programs to ensure the sustained success of kinesthetic learning in mathematics education.
Author(s). Ayesha Rashid & Dr Jonathan. Kenigson, FRSA
References
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