The effect of education through motor games on the learning math concepts and interest to mathematics in slow learner students

Special features of motor games and its many benefits to the all-round development of children have drawn the attention of experts to the role of play in education, but can learning through motor games help improve maths learning in slow learner students?

The present study was conducted to investigate the effect of mathematical education through motor games on the learning of math concepts and interest to mathematics of slow learner students.

The research method is a quasi-experimental study with pre-test and post-test design with control group. The sample consisted of 30 children who were selected through purposeful sampling and randomly replaced into experimental and control group. The experimental group received 10 minutes of 45-minute motor games training program (Ebrahimi, 2017). The research tools were Mental Learning Ability Questionnaire of Secondary Grade (Tabrizi, 2010), Wechsler IQ Scale for Children (Wechsler, 1949) and Mathematics Interest Questionnaire (Nemati, 2009).

The results of analysis of covariance showed that there is a significant difference between the experimental and control groups in learning mathematical concepts and all components of mathematical interest, so that the experimental group scored higher than the control group (P<0/001).

Math instruction through motor games has improved the learning of mathematical concepts and increased interest in mathematics in late students.