The Master thesis shows the way of using the creative movement learning approach during the hours of additional support for learning; that is, in overcoming obstacles and difficulties caused by a difficulty in learning mathematics – dyscalculia. The thesis defines the correlation between mathematics and art and observes the impact of learning through movement and music on the comprehension of selected mathematical problems and tasks.
The theoretical part of the thesis is focused on the difficulties of learning Mathematics with a particular focus on specific learning difficulties, particularly dyscalculia. A student who faces problems typical for dyscalculia is considered a student with special needs and is, according to the Law on the Guidance of Children with Special Needs, defined as a student with learning disabilities in specific learning areas. Students with learning disabilities in particular learning areas are entitled to certain adaptations and use of appropriate aid strategies. Since movement practice could be one of the learning and aid strategies, the theoretical part of the thesis emphasizes the description of the most common aid strategies to children with learning difficulties in Mathematics. The theoretical part continues with the presentation of education through art. It highlights numerous international, European and national documents that greatly encourage the integration of culture-art education into the education system and emphasize the significant advantages of learning through artistic experience. The artistic experience is the centre of this thesis, and it is expressed by the most natural and authentic means: a human body and movement. As a human being, a child is marked by the need to move, and because of that need he/she learns about an environment and, consequently, the need for learning cause him/her to move around the environment (Žagar, Geršak in Cotič 2006, str. 223). He/she gains invaluable experiences through moving which are the foundation of his knowledge (same). In terms of the education practice, movement is thought as creative movement, which is the theme of the thesis. As Kroflič and Gobec claim in their work, the thesis also wants to confirm that learning through dance and movement has become the indispensable element of a learning process at all levels of education.
Since creative movement as a learning approach can happen in the process of additional support for learning, the empirical part presents the results of dance-physical activities which positively affected the coping of difficulties and obstacles of students with dyscalculia. The main purpose of activities was to present concrete physical activities students can rely on when dealing with mathematical problems and tasks. The effect of creative movement on the comprehension of mathematical contents was confirmed by the students, their parents, math teachers, and school counsellors. The thesis put the creative movement learning approach in a broader framework of mathematical field and educational practice.
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