Finanziamento dell’UE NextGenerationEU PRIN PNRR 2022 – Inclusive didactic for enhancing math learning and reducing math anxiety: efficacy of active breaks in the classroom - M4C2 investimento 1.1 Avviso 1409/2022
ProgettoThe project aims to investigate the effectiveness of Active Breaks (AB) within teaching practice in reducing anxiety and improving
Executive Functions (EFs) and, consequently, learning and performance, in the mathematics area. Mathematical skills are essential
to master everyday activities properly, making everyone aware of his/her personal and professional choices, and effectively
exercising citizenship in a numerate society. However, students’ difficulties in mathematics are well known, also analysing Italian
scores in national and international standardised assessments (PISA, TIMSS, INVALSI). The recent Eurydice study (2022) showed that the percentage of students with mathematical competencies under the basic level is 23,8%. INVALSI report 2022 indicated that this
percentage is higher in many southern regions of Italy, including Sicily and Puglia. In literature, evidence of the negative impact of
mathematics anxiety and EFs difficulties on students’ school performance in mathematics is also extensively documented. In light of
this literature, it emerges that the phenomenon of “mathematics-specific anxiety” and the impairment of EFs has complex
implications and makes it crucial to modify the didactic proposal both of lessons and assessment moments. Working on these two
aspects implies teaching students effective “ways of thinking” and managing one’s feelings, which are in themselves formidable
tools for personal growth, empowerment, well-being and inclusion.
The project addresses students attending primary school (ISCED 2), with a focus on students with ADHD (attention deficit
hyperactivity disorder), considering their peculiar deficits in the EFs and high mathematics anxiety. The research is guided by the
hypothesis that modifying the didactic structure of mathematics lessons and assessments decreases mathematics anxiety, improves
EFs (sustained, focused attention, inhibition, cognitive and emotional self-regulation capacity) and consequently also the learning of
mathematics of all pupils. It is also hypothesised a reduction in behavioural problems related to ADHD deficit, which compromises
school performance in the area under study and school wellbeing. From a methodological point of view, a design-based research will
be used to develop and test the programme, through the collection of both qualitative and quantitative data. The efficacy of the
intervention (characterised by the introduction of active breaks in maths learning and assessment) will be verified through a
quasi-experimental research design with two groups (experimental and control) and pre-post measurements. Due to the availability
of the materials, which will be released in open access, it will be possible to replicate the programme in other school contexts. This
project is expected to have a relevant social impact on reducing inequalities and to contribute to increasing the inclusion of all
students, including those with ADHD, in possible future scientific working careers.
Executive Functions (EFs) and, consequently, learning and performance, in the mathematics area. Mathematical skills are essential
to master everyday activities properly, making everyone aware of his/her personal and professional choices, and effectively
exercising citizenship in a numerate society. However, students’ difficulties in mathematics are well known, also analysing Italian
scores in national and international standardised assessments (PISA, TIMSS, INVALSI). The recent Eurydice study (2022) showed that the percentage of students with mathematical competencies under the basic level is 23,8%. INVALSI report 2022 indicated that this
percentage is higher in many southern regions of Italy, including Sicily and Puglia. In literature, evidence of the negative impact of
mathematics anxiety and EFs difficulties on students’ school performance in mathematics is also extensively documented. In light of
this literature, it emerges that the phenomenon of “mathematics-specific anxiety” and the impairment of EFs has complex
implications and makes it crucial to modify the didactic proposal both of lessons and assessment moments. Working on these two
aspects implies teaching students effective “ways of thinking” and managing one’s feelings, which are in themselves formidable
tools for personal growth, empowerment, well-being and inclusion.
The project addresses students attending primary school (ISCED 2), with a focus on students with ADHD (attention deficit
hyperactivity disorder), considering their peculiar deficits in the EFs and high mathematics anxiety. The research is guided by the
hypothesis that modifying the didactic structure of mathematics lessons and assessments decreases mathematics anxiety, improves
EFs (sustained, focused attention, inhibition, cognitive and emotional self-regulation capacity) and consequently also the learning of
mathematics of all pupils. It is also hypothesised a reduction in behavioural problems related to ADHD deficit, which compromises
school performance in the area under study and school wellbeing. From a methodological point of view, a design-based research will
be used to develop and test the programme, through the collection of both qualitative and quantitative data. The efficacy of the
intervention (characterised by the introduction of active breaks in maths learning and assessment) will be verified through a
quasi-experimental research design with two groups (experimental and control) and pre-post measurements. Due to the availability
of the materials, which will be released in open access, it will be possible to replicate the programme in other school contexts. This
project is expected to have a relevant social impact on reducing inequalities and to contribute to increasing the inclusion of all
students, including those with ADHD, in possible future scientific working careers.