Using Paper-Folding in the Primary Years to Promote Student Engagement in Mathematical Learning

Traditionally, craft activities have been incorporated into early childhood mathematical learning experiences as an effective means of fostering curiosity and interest, and introducing abstract mathematical concepts through the use of concrete materials. However, in the primary schooling years creative and active mathematical learning experiences often give way to approaches such as computational drills and rote learning which are less than inspiring for students and often do not result in meaningful understanding. This paper shows that craft activities, in particular paper-folding, can also be valuable in the primary years as a means of promoting affective, behavioural and cognitive engagement in the mathematical learning. In the primary classroom, the inclusion of paper-folding activities in mathematics can offer an appealing and creative means of addressing some of the goals for teaching and learning mathematics in the 21st century as identified by English (2002), namely: engaging students effectively in mathematical modelling, visualising, algebraic thinking and problem-solving. Paper-folding activities can provide a hands-on, active experience that contributes to the development of mathematical ideas, thinking and concepts; skills in communicating mathematically; and group interaction skills. The particular focus of this study is to investigate how paper-folding in primary mathematics can also be used to promote affective, behavioural and cognitive engagement in mathematical learning