Motor skills, movement, and STEAM in arithmetic teaching: a systematic review of neuroeducational approaches

Abstract

Introduction: evidence from cognitive neuroscience indicates that bodily movement has direct implications for mathematical learning in primary education. The STEAM approach and neuroeducational principles offer complementary frameworks for integrating motricity into arithmetic teaching.

Objective: to synthesise, through a PRISMA 2020 systematic review, evidence published between 2019 and 2024 on the effects of motricity, bodily movement, the STEAM approach and neuroeducation on arithmetic performance in primary education.

Methodology: the PRISMA 2020 protocol was followed across five databases (Scopus, SPORTDiscus, Dialnet, DOAJ and Google Scholar). Methodological quality was assessed using Kmet et al. (2004). From 487 initial records, 44 articles were selected through independent double review (κ = .87).

Results: motricity-based interventions showed medium effect sizes (d = 0.54); intentional bodily movement linked to arithmetic recorded the largest effect (d = 0.61); the STEAM approach produced large effects on motivation (η² = 0.18) and moderate effects on arithmetic performance; neuroeducational strategies improved sustained attention and arithmetic consolidation (d = 0.47). Effect sizes were retrieved directly from source studies.

Discussion: findings are consistent with prior meta-analyses. STEAM interventions with a bodily-artistic component showed greater transfer than technology-based ones. Gaps were identified in longitudinal studies and in moderating variables such as gender, socioeconomic status and Latin American context.

Conclusions: the integration of bodily movement, the STEAM approach and neuroeducation in arithmetic teaching is associated with positive effects on mathematical performance in primary education. Motricity emerges as a relevant pedagogical factor, though longitudinal studies are needed to confirm the causal direction of these effects.