Investigating the Role of Physical Activity in Mathematics Learning

数学能力是学术和职业成功的重要技能，但英国在促进其人口的算术技能方面面临挑战。与此同时，人们对儿童身体活动水平低表示关切。本研究旨在探讨物理活动在数学学习中的作用及其机制。以往的研究已经广泛地探讨了物理活动对认知功能、学习成绩和课堂行为的影响。然而，有限的关注已经给予PA对数学学习的具体影响，尽管在童年时期获得的数学技能的意义，为未来的成就。探索PA整合到学术课程的实证研究已经取得了不确定的结果，其影响的数学performance.This研究建议确定关键的研究领域和差距，在现有的literature：最佳的持续时间，频率和强度的PA干预：有必要了解理想的持续时间，频率和强度的PA干预，考虑到学生的基线能力和人口统计学和社会经济因素。一些研究表明，较长的干预措施使数学成绩差的学生受益更多，而较短的干预措施使成绩好的学生受益更多，这与基线有氧健身的研究一致。PA对ML的机制：这包括研究有氧健身在PA和学业成绩之间的关系中的作用，对数学学习过程中认知负荷的影响，与学业成绩的联系，过程评估，以及与数学学习相关的焦虑的影响。本研究旨在：探索PA如何影响ML，包括有氧健身，认知负荷，抑制控制，参与，自我效能和焦虑的作用。最佳剂量和强度：确定不同学生群体的PA干预的理想剂量，持续时间和强度。实验研究：使用适应性剂量方法进行实验研究，根据个人因素调整干预措施，并与传统的久坐学习和其他干预措施进行比较。人口和社会经济因素：分析人口和社会经济因素对PA和数学学习之间关系的影响。框架开发：为不同的学生群体制定一个将PA整合到ML中的框架，并提供政策建议。该方法涉及混合方法，包括文献综述，自适应剂量的实验研究，以及通过评估收集数据，这项研究的意义在于它有可能全面了解PA如何影响ML，发挥作用的机制以及不同学生群体的最佳干预策略。研究结果将为教育实践和政策提供信息，帮助设计有效的战略，以提高儿童的算术技能和促进体育活动，从而促进学术和整体福祉。

Mathematics proficiency is a vital skill for academic and professional success, but the United Kingdom faces challenges in promoting numeracy skills among its population. Simultaneously, concerns arise regarding low physical activity (PA) levels among children. This research proposal aims to investigate the role of PA in mathematics learning (ML) and explore the mechanisms underlying this relationship.Previous studies have extensively explored the effects of physical activities on cognitive function, academic achievement, and classroom behaviour. However, limited attention has been given to the specific impact of PA on mathematics learning, despite the significance of mathematical skills acquired in childhood for future accomplishments. Empirical studies exploring the integration of PA into academic lessons have yielded inconclusive results regarding its impact on mathematical performance.This research proposal identifies key research areas and gaps in the existing literature:Optimal Duration, Frequency, and Intensity of PA Interventions: There is a need to understand the ideal duration, frequency, and intensity of PA interventions, taking into account students' baseline abilities and demographic and socioeconomic factors. Some studies suggest that longer interventions benefit low-achieving math students more, while shorter interventions benefit high-achievers, aligning with research on baseline aerobic fitness. Further investigation is warranted.Mechanisms of PA on ML: This includes examining the role of aerobic fitness in the relationship between PA and academic performance, the impact on cognitive load during math learning, the connection to academic achievement, process evaluation, and the influence of anxiety associated with math learning.The research aims to:Investigate Mechanisms: Explore how PA affects ML, including the role of aerobic fitness, cognitive load, inhibitory control, engagement, self-efficacy, and anxiety.Optimal Dosage and Intensity: Determine the ideal dosage, duration, and intensity of PA interventions for different student cohorts.Experimental Study: Conduct an experimental study using an adaptive dosage approach to tailor interventions based on individual factors and compare it with traditional sedentary learning and other intervention approaches.Demographic and Socioeconomic Factors: Analyse the influence of demographic and socioeconomic factors on the relationship between PA and mathematical learning.Framework Development: Develop a framework for integrating PA into ML for different student cohorts and provide policy recommendations.The methodology involves a mixed-methods approach, including a literature review, an experimental study with adaptive dosing, and data collection through assessments, physical tests, and questionnaires.The research's significance lies in its potential to provide a comprehensive understanding of how PA impacts ML, the mechanisms at play, and optimal intervention strategies for different student groups. The findings will inform educational practices and policies, helping design effective strategies to enhance numeracy skills and promote physical activity among children, thereby contributing to academic and overall well-being.