| dc.creator |
Julienne K. Maeda |
|
| dc.creator |
Lynn M. Randall |
|
| dc.date |
2003 |
|
| dc.date.accessioned |
2013-05-30T12:08:21Z |
|
| dc.date.available |
2013-05-30T12:08:21Z |
|
| dc.date.issued |
2013-05-30 |
|
| dc.identifier |
http://www.ed.brocku.ca/ojs/index.php/brocked/article/download/40/40 |
|
| dc.identifier |
http://www.doaj.org/doaj?func=openurl&genre=article&issn=11831189&date=2003&volume=13&issue=1&spage= |
|
| dc.identifier.uri |
http://koha.mediu.edu.my:8181/jspui/handle/123456789/5025 |
|
| dc.description |
Being physically active helps not only in the areas of health and fitness, but also in the area of academics, more specifically, mathematics. Brain-based teaching can play a large role in enhancing student learning through the use of movement, in particular, a short running activity on math fluency in addition problems. Could five minutes of a moderate to vigorous activity have any effect on students’ addition fluency? The purpose of this article is to share with readers the effects of infusing a short physical activity into an already busy day. Two primary findings were gleaned from this study. First, although there was a small positive effect on math fluency, there was no negative effect. Second, positive changes in students’ behavior were noted by the classroom teacher. |
|
| dc.publisher |
Brock University |
|
| dc.source |
Brock Education : a Journal of Educational Research and Practice |
|
| dc.title |
Can Academic Success Come from Five Minutes of Physical Activity? |
|