Effects of Active Breaks on Mathematics Anxiety: A Multisite RCT

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  In Roundtable Session: Supporting Positive Mathematical Affect Through Instruction and Informal Learning

Abstract

This study investigates the effectiveness of active breaks during mathematics lessons in reducing anxiety among primary school students through a multisite randomized controlled trial. The ABMOVE! intervention consisted of structured 10-12 minute active breaks integrated into mathematics instruction over 12 weeks. Pre-post anxiety measures were collected from 244 classes (N ≈ 4,400 students) across three Italian regions using the Abbreviated Math Anxiety Scale (AMAS) and Worry Emotionality-Junior (WE-J) scale. Results demonstrate significant reductions in both mathematics anxiety and general school performance anxiety in the intervention group compared to controls, supporting the potential of curriculum-integrated physical activity as a strategy for addressing academic anxiety in primary education.

Authors

• Valeria Di Martino, University of Palermo

• Rosa Bellacicco, University of Turin

• Clarissa Sorrentino, University of Salento