Analysis of the work of mathematical contents from the area of Physical Education in Primary Education

Abstract

The motivation of the students in Physical Education classes with an eminently practical nature is opposed to the rejection in other areas with more theoretical classes and with more abstract content. This article aims to assess the motivation, difficulties and learning involved in the interdisciplinary work of Mathematics and Physical Education. For this, an intervention is carried out in the Physical Education classes, where different contents of the area of ​​mathematics are taught through the sport of volleyball. Seventy-two sixth-grade primary school students were part of this study, divided into two groups, the experimental group (n = 36) and the control group (n = 36). A mixed methodology is used quantitative descriptive and qualitative, through the performance of a pedagogical test (pre-test and post-test) and the analysis of the students' diaries. After the analysis of the results, it is found that the students showed great motivation towards work and an assimilation of the proposed learning, not encountering any notable difficulties during the intervention. The contents of geometry, perimeter, probability and statistics, have been those that increased the percentage of success in greater measure after the intervention. It is concluded that Physical Education constitutes a valid and motivating tool to work on mathematical content.