Paper 2026-67
ПРОЕКТ: МАТЕМАТИКА В РИТЪМ
Гинка Иванова Германова
Средно училище „Константин Петканов“, Бургас
PROJECT: MATHEMATICS IN RHYTHM
Ginka Ivanova Germanova
Secondary school „Konstantin Petkanov“, Burgas
Abstract: The paper presents the innovative educational practice “Mathematics in Rhythm”, designed for mathematics instruction in the second grade through the integration of Bulgarian folk heritage. The practice combines the learning of basic multiplication and division facts with the rhythm and structure of traditional Bulgarian folk dances, employing kinesthetic and musical approaches to learning. Its theoretical foundation is based on Howard Gardner’s Theory of Multiple Intelligences and the principles of Suggestopedia, which promote learning through experience, movement, and art. The main objective is to improve students’ mathematical achievement, reduce mathematics anxiety, and create an inclusive and supportive learning environment. To achieve these goals, a set of original teaching tools has been developed, including “Rhythm Cards,” the visual panel “Mathematical Embroidery,” the educational game “Mathematical Horo,” and the motivational system “Pendants of Mutual Support”. Through these tools, students acquire mathematical concepts and operations through movement, rhythm, collaboration, and peer support. The results of the implementation indicate improved performance in multiplication and division, increased student confidence, and the development of a positive attitude toward mathematics. The practice also contributes to the development of social skills, empathy, and effective teamwork. The findings suggest that integrating cultural heritage into the educational process can transform mathematics into a more accessible, motivating, and emotionally engaging learning experience. Furthermore, the practice can be adapted to other educational fields and further developed for higher grade levels.
Keywords: mathematics education, Bulgarian folk heritage, kinesthetic learning, Suggestopedia, primary school
