Implementation of active, bodily experience mathematics learning activities: Differences among primary and secondary school teachers

In the research, we look at the implementation of mathematics learning activities consistent with an enactive-embodied perspective in Italian schools. Teachers are both users and responsible for the dissemination of educational innovations, thus their involvement is critical for the study. With an exploratory teacher survey, consisting of a self-completed online questionnaire and follow-up interviews, we investigated possible differences between Italian primary and secondary school mathematics teachers, concerning their beliefs and practices. The availability of adequate spaces and resources isthe main factor hindering the implementation. Time pressure to cover the curriculum is of particular concern for secondary school teachers, who, otherwise, believe less in the effectiveness of these activities. Nonetheless, the lack of confidence and guidance is the second hostile factor, and the teaching training undergone before entering the profession seems to be significant.