Abstract:
This study aimed at investigating the effect of using movement-based
learning on frst graders’ mathematical achievement and cognitive curiosity,
by using the qausi-experimental approach. To achieve the study aims,
a mathematical achievement test for the frst grade in the "Location and
Movement" unit was administered, its validity and reliability have been
verifed. Also, a cognitive curiosity scale was administered, its validity and
reliability have been verifed. The sample of the study consisted of (44) frst
grade students in Jordan, distributed to two groups, one group chosen randomly
as an experimental group who was taught by movement-based learning, and
the other group as a control group who was taught using the traditional method
of instruction. Results of the study revealed that movement-based learning
had a positive effect on improving students’ mathematical achievement, and
their cognitive curiosity. In light of the study results, it was recommended to
use the movement-based learning method in teaching mathematics.