Graduation Year

2026

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum, Instruction, and Learning

Major Professor

Sarah Trench, Ph.D.

Committee Member

Eugenia Vomvordi, Ph.D.

Committee Member

Robert Dedrick, Ph.D.

Committee Member

Sarah Flory, Ph.D.

Committee Member

Craigory Nieman, Ph.D.

Keywords

Exploratory Sequential Mixed Methods, Movement-based Mathematics, Physical Activity, Teacher Decision-Making

Abstract

This study used an exploratory sequential mixed-methods design to examine how elementary mathematics teachers report using physical activity in their instructional practice. The purpose of the study was to develop, provide evidence of validity, and implement a questionnaire to document the types of movement teachers use and when these practices occur in relation to mathematics instruction. In Phase 1, qualitative interviews were conducted with eight elementary mathematics teachers to identify common movement types and inform instrument development. The eight movement types that were identified are non-academic fine-motor, non-academic gross-motor, non-academic music-elicited, non-academic environmental, academic fine-motor, academic gross-motor, academic music-elicited, and academic environmental. In Phase 2, the questionnaire, “Physical Activity in the Elementary Mathematics Classroom”, underwent expert review, cognitive interviews, and test-retest procedures to gather initial validity and reliability evidence before being administered to elementary mathematics teachers across the United States. A total of 254 participants completed the questionnaire, resulting in 221 valid cases. Descriptive analyses and ordinal logistic regression were used to examine patterns in movement use and variation by grade level, teacher experience, and class size. Findings indicated that teachers reported using multiple forms of movement across instructional contexts, with non-academic environmental movement reported most frequently. Grade level was significantly associated with the frequency of movement use for six of the eight movement types, with teachers in higher grade levels less likely to report frequent movement use than teachers in lower grades. Additionally, movement patterns were observed, with academic movement more commonly embedded in instruction and non-academic movement more frequently occurring during transitions. This study contributes to the literature by providing an instrument with initial evidence of validity and reliability and a descriptive account of how movement is enacted in elementary mathematics classrooms. Findings offer insight into how movement is integrated within authentic classroom contexts, providing a foundation for future research and practice.

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