Move Your CLASS! Kinesthetic Math

Montessori Moves A Step Ahead: A Cultural Perspective of Kinesthetics
Koren Clark, M.Ed
INTRODUCTION
Move Your CLASS!
Kinesthetic Math
● In my work, I explore the nuances of cultural responsiveness in a Montessori
classroom by studying students’ success in learning mathematics through the
use of gross motor skills that are highly valued in African American and Latino
cultures.
●
Background Research
● Many researchers “gap gaze” losing
focus of the needs of the child while
focusing on the academic achievement
gap in the area of math between African
American, Latino students and their
Asian and Caucasian peers (Gutierrez,
2008).
● Teachers can bring about academic
success for all by viewing each child as
an individual with a wealth of cultural
knowledge (McIntyre, 2001).
● African American (Favre, 2007) and
Latino students (Gutierrez, 2008) seem
to have a very strong preference for
collaborative, didactic and large gross
motor-kinesthetic learning. These
preferences fall outside of the traditional
approach to teaching (Ladson-Billings,
2001).
● The disparity between the academic
achievement of African American and
Caucasian children may be explained in
part by the lack of institutionalized
educational support for the varied
approaches associated with difference in
cultural learning styles (McIntyre, 2001).
● Student achievement is best when
student learning styles and teacher’s
instructional methods are aligned
(Saracho, 2003).
● The multifaceted intelligences possessed
by kinesthetic learners, particularly those
of Latino and African American descent,
are often overlooked (Favre 2007).
● The theoretical bases of Montessori
which require the teacher to look to each
child’s individual needs and to build upon
the extensive body of knowledge that
they already possess are clearly
congruent with the theoretical
foundations of Culturally Relevant
Pedagogy (Massey, 2006).
Research results
I call this Kinesthetic learning, learning that takes place while students are
engaged in large muscular physical activity.
● By concentrating on this cultural value, I demonstrate that using culturally
responsive teaching methods can enhance student learning.
● As educators stepping into the 21st century, we need to take on new culturally
relevant pedagogies to ensure each student’s needs are met with equitable
learning opportunities in an increasingly culturally diverse country.
Findings
● I believe that when we, as Montessori facilitators, take on the role of saint,
scientist and servant, as Maria Montessori implores us to (Montessori, 1917),
cultural relevancy can be obtained.
● As saints we remember to look objectively at the child while reflecting on our
own personal prejudices and cultural worldviews.
● As a scientist we discover the influence of culture on the learning trends in our
classroom.
● All 21 students in the intervention program chose more math tasks
during their work period.
● Latino and African American students saw the greatest measure of
improvement in their willingness to choose either Montessori or
kinesthetically inclined math activities.
● Their newly found willingness to engage in math activities led them
to effortlessly spend more time in their day engaging in math
activities.
● This increased “time on task” which is a positive indicator of higher
learning outcomes lead to the academic success of the Latino and
African American students in my classroom.
● The result was a shrinkage in the achievement gap.
● More research can be done on a larger scale to replicate these
findings.
● As a servants we are flexible enough to serve the needs of all children with the
same equitably high expectation for each child.
● When a culturally relevant pedagogy is obtained, the gap in achievement
closes as you move your Montessori Class “A Step Ahead.”
Research Question
Referencences
Can culturally responsive kinesthetic math activities improve students’ levels of
engagement and competence?”
Intervention Method
● Presented a kinesthetic math program to my classroom of 21
students.
● Gathered data from six sources over three months -- between
February 2014 and April 2014.
● Administered pre and post interest questionnaire to determine
attitude towards math.
● Evaluated student work plans to measure choice and
engagement.
● Measured the student levels of engagement by noting the math
work students chose and the word problems they recorded in
their math notebooks.
● Assessed students’ rudimentary memorization of math facts in
addition and multiplication through pre and post tests.
● Noted student responses to math activities in my instructor’s
journal.
Figure 1. Label in 20pt Aal.
Student responses
● “This is fun.”
● “I taught my family how to play this at home. We are playing it.”
● “Can we please do this at recess?”
● “I know we are not in your class, but can we come in after school
and play the math game we saw your students playing?
● “I wish my teacher could teach us those games.”
● “Can we do kinesthetic math instead of sharing? Kinesthetic
math is more funner.
l.
● Favre, L. (2007). Analysis of the transition of a low socioeconomic status, African-American,
New Orleans, elementary facility into a demonstration learning-style school of excellence. Journal
of Urban Education 4(1), 79-90
● Gutiérrez, R. (2008). “A ‘Gap Gazing’ Fetish in Mathematics Education? Problematizing
Research on the Achievement Gap.” Journal for Research in Mathematics Education. Vol. 39,
No. 4.
● Ladson-Billings,G. (1994). The Dreamkeepers: Successful Teachers of African American
Children. San Francisco: Jossey-Bass
● Massey,Corinne (2006) University of Maryland, College Park MD 20742-7011 (301)314-1328.
● McIntyre,E., Rosebery, A.,& González, N.
(Eds.). (2001). Classroom Diversity: Connecting Curriculum to Students’ Lives. Portsmouth,NH:
Heinemann. Melbourne, Australia: International Group for the Psychology of Mathematics
Education
● Saracho, O.N (2003) Matching Teachers’ and Students’ Cognitive Style. Early Childhood
Development and Care, 173, (2-3), p. 161-17.
● Montessori, M (1917) The Advanced Montessori Method Publisher: New York, Frederick A.
Stokes Company