ABSTRACT

Researchers’ interest in exploring the benefits of integrating physical exercise interventions into school for children with ADHD has grown over the years (Vysniauske et al., 2020; Liang et al., 2021; Sun et al., 2022). Numerous studies report that physical exercise programs (e.g. active breaks) have a positive impact on cognitive performance, behavioral problems observed in children with ADHD and, therefore, on their school inclusion (Chan et al., 2022; Ziereis & Jansen, 2015; Piepmeier et al., 2022). However, other studies specifically highlight negative outcomes in mathematics skills given the characteristics of these students (Tosto et al., 2015; Zentall, 1990, 1994). In fact, executive functions and attention, often compromised in the functioning of children with ADHD, are recognized as mediators in learning mathematics. Mathematical competence, here understood as the ability to understand, judge, do and use mathematics in a variety of contexts and situations (Niss, 2003), is however the basis of the participation of all pupils in society and of the construction of a active and aware citizenship. This work aim to share some results of a systematic review (SR) conducted within the Italian project "Inclusive didactic for enhancing math learning and reducing math anxiety: efficacy of active breaks in the classroom" (AB MOVE), supported by the MUR PRIN 2022 PNRR. Specifically, the research trends on the topic of outcome of the national and international empirical literature will be illustrated.

The synthesis was conducted following the PRISMA model, with the broader objective of detecting the effectiveness of different types of interventions integrating physical activity and mindfulness on mathematics anxiety, on executive and attention functions and on STEM area learning for all students, including those with ADHD. According to the starting hypothesis, interventions integrating physical activity into curricular teaching, such as active breaks, are promising in improving the attention and executive functions of students with ADHD and, therefore, their mathematical competence. After defining the synthesis protocol, the research group selected 298 abstracts in the EBSCOhost platform and from the analysis of previous SRs. Of the current 20 full-texts already included and coded (the process is ongoing), 10 studies have analyzed the effectiveness of these types of interventions on attention and executive functions, but only 2 specifically focused on students with ADHD and learning mathematics.

Despite the importance of offering inclusive teaching in line with the characteristics of the hyperactive child, the first results have highlighted a vacuum of studies within the STEM area precisely with the children who would most benefit from this methodology, which sees in body in movement its founding nucleus. This observation leads to underlining the importance of evidence-based studies also and above all on this fragile population, an integral part of school classes in order to verify the real effectiveness and replicability of interventions by teachers. Within this framework, the AB MOVE project aims to direct future interventions on all students with a special focus on hyperactive children.

Keywords: Active Breaks; ADHD; STEM; Trend