The PRIN PNRR 2022 Project Inclusive didactic for enhancing math learning and reducing math anxiety: efficacy of active breaks in the classroom

The PRIN Project Inclusive didactic for enhancing math learning and reducing math anxiety: efficacy of active breaks in the classroom- ABMOVE!, funded by the European Union within the framework of the 2022 PNRR – Next Generation EU, Mission 4, Component 2 (Project code P20223RHM5, CUP F53D23010970001), stems from the collaboration among three universities (University of Salento – PI, University of Turin, and University of Palermo). Its aim is to investigate the effectiveness of introducing active breaks (AB) into primary school mathematics teaching. Recent Guidelines on physical activity and sedentary behaviour issued by the World Health Organization (WHO, 2020) and related policy documents (e.g., Promoting physical activity through schools: policy brief, WHO, 2022) highlight the benefits of integrating physical activity into classroom practices. A growing body of research (e.g., Colella, Monacis, & Limone, 2020; Masini et al., 2023; Porter et al., 2024) confirms the potential of AB in education across multiple domains: physical, cognitive, emotional, and social, as well as in supporting competence acquisition for all pupils, including those with special educational needs. At the same time, the literature highlights the need for further investigations. In particular, the project focuses on curriculum-based (CB) active breaks, that is, short bouts of motor activity integrated into instructional content (Watson et al., 2017), specifically within mathematics lessons. The objectives are to reduce math anxiety, improve executive functions, and enhance attention, while simultaneously fostering mathematics learning outcomes. The project ABMOVE! is structured into five Work Packages: (1) A systematic review of empirical literature on the effects of AB and CB, aimed at identifying the characteristics of the most effective interventions; (2) An analysis of teachers’ perceptions in the three participating regions (Apulia, Piedmont, and Sicily) regarding the integration of physical activity in the classroom; (3) The development of an inclusive CB program through an interdisciplinary approach, using the methodology of Educational Design Research (McKenney & Reeves, 2018), which enables an iterative process of design, implementation, and evaluation to optimize the educational intervention; (4) The implementation of the program in 2nd, 3rd, 4th, and 5th grade classes in the three regions, and the evaluation of its effectiveness through a Multisite Randomized Controlled Trial, complemented by qualitative monitoring with participating teachers; (5) The production of guidelines for schools and dissemination activities through scientific publications, conferences, and seminars. From a broader perspective, the project seeks to promote inclusive teaching practices designed to foster meaningful learning and to support the full social participation of all pupils in the school experience.