The inclusive framework of the ABMOVE! Project: Enhancing mathematics learning through active breaks

Abstract

Neuroscience and cognitive theories have shown the deep connection between mind, body, and interaction with the environment, forming the basis of the embodied cognition paradigm. This perspective, consistent with 20th-century philosophical and pedagogical traditions, emphasises the role of kinesthesia in cognitive development and learning. Recent studies highlight the effectiveness of active breaks - short periods of physical activity during lessons - particularly in mathematics education. Building on this foundation, the ABMOVE! project, within the framework of the Italian PRIN 2022 PNRR initiative the Italian PRIN 2022 PNRR Project Inclusive Didactic for Enhancing Math Learning and Reducing Math Anxiety: Efficacy of Active Breaks in the Classroom (Mission 4, Component 2). , promotes the integration of curriculum-based active breaks in primary school math teaching. The project follows an Educational Design Research approach and is grounded in the Universal Design for Learning approach, aiming to ensure inclusive, accessible, and participatory learning for all pupils. This paper presents the programme’s inclusive structure and evaluates its outcomes through teacher feedback and data analysis. The results provide valuable insights into the efficacy of the inclusive strategies adopted, offering guidance for potential improvements and further refinement of inclusive approach in future teaching practices