Integrating nutrition into the mathematics curriculum in Australian primary schools: protocol for a randomised controlled trial

Abstract Background Nutrition education programs in schools have been effective in improving children’s knowledge and behaviours related to food and nutrition. However, teachers find it challenging to implement such programs due to overcrowded curricula. Integrating nutrition with core subjects such as mathematics could potentially address time constraints and improve the learning of both. The primary aim of this randomized controlled trial (RCT) is to evaluate the impact of a cross-curricular nutrition and mathematics program on primary school students’ portion size estimation skills. Secondary aims include impact on their nutrition knowledge, attitudes towards mathematics and evaluating the quality of the lessons. Methods Twelve Year 3–4 classes from Catholic schools in New South Wales, Australia will be randomised to intervention (n = 6) or control (n = 6) groups. Teachers in the intervention group will receive a professional development workshop and resources to teach 4–5 lessons on portion size and measurements across 1–4 weeks. Outcome measures include portion size estimation skills, nutrition knowledge and attitudes towards mathematics, with data collected during three school visits (pre-intervention, immediately post-intervention, 4 weeks post-intervention). Additionally, teaching quality will be assessed in both intervention and control groups and process evaluation undertaken using teacher interviews and student focus groups. Discussion This RCT uses an innovative approach to improve both nutrition and mathematics related learning outcomes among primary school children. It has the potential to impact teaching practices regarding integration of nutrition into curricula and enhance the implementation of nutrition education interventions. Trial registration Australian and New Zealand Clinical Trials Register ACTRN12619001071112 31/07/2019.

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P76 CUPS: A Teaching Unit Integrating Nutrition and Mathematics to Improve Primary School Children's Portion Size Estimation

Journal of Nutrition Education and Behavior ◽

10.1016/j.jneb.2020.04.122 ◽

2020 ◽

Vol 52 (7) ◽

pp. S52

Author(s):

Berit Follong ◽

Elena Prieto-Rodriguez ◽

Andrew Miller ◽

Clare Collins ◽

Tamara Bucher

Keyword(s):

Primary School ◽

Portion Size ◽

Size Estimation ◽

Teaching Unit ◽

And Mathematics ◽

Portion Size Estimation

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Examining the Accuracy and Use of Portion Size Estimation Aids in Parents of Children With Obesity: A Randomized Controlled Trial

Journal of Nutrition Education and Behavior ◽

10.1016/j.jneb.2018.06.005 ◽

2018 ◽

Vol 50 (9) ◽

pp. 918-923

Author(s):

Aislin R. Mushquash ◽

Allison M. Rasquinha ◽

Alinda Friedman ◽

Geoff D.C. Ball

Keyword(s):

Randomized Controlled Trial ◽

Controlled Trial ◽

Portion Size ◽

Size Estimation ◽

Randomized Controlled ◽

Portion Size Estimation

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Nutrition Education in the Australian New South Wales Primary School Curriculum: Knowledge and Attitudes of Students and Parents

Children ◽

10.3390/children7040024 ◽

2020 ◽

Vol 7 (4) ◽

pp. 24

Author(s):

Nienke de Vlieger ◽

Jolien van Rossum ◽

Nicholas Riley ◽

Andrew Miller ◽

Clare Collins ◽

...

Keyword(s):

Primary School ◽

Nutrition Education ◽

Eating Habits ◽

School Curriculum ◽

School Nutrition ◽

Nutrition Knowledge ◽

Portion Size ◽

Primary School Children ◽

Sorting Task ◽

Structured Interviews

In NSW, Australia, the views of primary-school aged children and their parents in regard to the importance of nutrition education at school are unclear. The aim of the current study was to explore children’s knowledge of nutrition and eating habits and to identify gaps that future school nutrition education programs could target. Students aged 9 to 12 years and their parents (n = 21 dyads) were invited to participate in semi-structured interviews, complete a nutrition knowledge questionnaire, and perform a “healthy-unhealthy” food sorting task in a University food laboratory. Among the children, nutrition knowledge scores concerning “serves & portions” of common foods were lowest, identifying a gap in knowledge related to portion size. All children categorized fruits, vegetables, cola, and water correctly as “healthy” or “unhealthy” in the sorting task, but not for the sausage and muesli bar, suggesting that further support categorising processed foods may be needed. The interviews indicated that parents do actively try to teach their children about nutrition, although they reported feeling uncertain about their own level of nutrition knowledge. Children and parents indicated that there is very little nutrition education in school and more is needed. This research could be used to inform future curriculum components related to nutrition education for primary school children.

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An Exploratory Survey on Teaching Practices Integrating Nutrition and Mathematics in Australian Primary Schools

International Journal of Research in Education and Science ◽

10.46328/ijres.v6i1.566 ◽

2019 ◽

Vol 6 (1) ◽

pp. 14

Author(s):

Berit Maura Follong ◽

Elena Prieto-Rodriguez ◽

Andrew Miller ◽

Clare E Collins ◽

Tamara Bucher

Keyword(s):

Primary Schools ◽

Teaching Practices ◽

Digital Games ◽

Overweight And Obesity ◽

Portion Size ◽

Size Estimation ◽

Convenience Sample ◽

Use Of Resources ◽

And Mathematics ◽

Portion Size Estimation

Overweight and obesity prevalence in children has increased worldwide. One of the stated reasons for this rise is the increase in portion sizes, perhaps due to individuals having difficulties with portion size estimation. Portion size estimation could be improved with portion size education involving the mathematical concepts of volume and capacity. The current study aims to explore mathematical teaching practices focussing on volume and capacity measurement in Australian primary schools. A convenience sample of 101 teachers completed an online survey reporting information on their teaching background, experience, use of resources, digital games and curricular integration. We found that teachers tend to use Smartboards and cubes to teach volume and capacity, and that the majority use nutrition-related examples such as household measures, recipes and grocery shopping. Teachers also expressed having positive beliefs and interest in using digital games for these concepts. Although mathematics is most commonly integrated with science and technology, teachers believe a digital game integrating nutrition and mathematics could be very useful. Research on the development and implementation of an educational resource to combine these subjects using technology is needed.

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Impact of a behaviourally focused nutrition education intervention on attitudes and practices related to eating habits and activity levels in Indian adolescents

Public Health Nutrition ◽

10.1017/s1368980021000203 ◽

2021 ◽

pp. 1-12

Author(s):

Panchali Moitra ◽

Jagmeet Madan ◽

Preeti Verma

Keyword(s):

Nutrition Education ◽

Eating Habits ◽

Vegetable Consumption ◽

Controlled Trial ◽

Cluster Randomised Controlled Trial ◽

Control Group ◽

Activity Levels ◽

Post Intervention ◽

Attitudes And Practices ◽

Indian Adolescents

Abstract Objective: To evaluate the effectiveness of a behaviourally focused nutrition education (NE) intervention based on the Health Belief Model (HBM) to improve knowledge, attitudes and practices (KAP) related to eating habits and activity levels in 10–12-year-old adolescents in Mumbai, India. Design: School-based cluster randomised controlled trial. The experimental group (EG) received weekly NE and three parent sessions over 12 weeks; no sessions were conducted for the control group (CG). The theoretical framework of HBM and focus group discussion results guided the development of behaviour change communication strategies and NE aids. KAP were measured using a validated survey instrument, administered at baseline and endline in EG and CG. Paired and independent t tests determined within-group and between-group changes in pre–post scores. Setting: Two aided and two private schools that were randomly allocated to either an EG or CG. Participants: Adolescent boys and girls (n 498; EG n 292 and CG n 206). Results: EG reported improvements in mean knowledge (39·3%), attitude (7·3 %), diet (9·6 %) and activity practice (9·4%) scores from pre to post intervention. No significant changes were observed in CG. Significant improvements in scores associated with perceived benefits, barriers and self-efficacy, breakfast and vegetable consumption, and moderate-to-vigorous activities were observed in EG. Conclusions: Integrating NE into the academic curriculum and adopting evidence-based lessons that entail targeted information delivery and participatory activities can improve knowledge, foster right attitudes and facilitate better eating and activity-related practices in Indian adolescents.

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Nutrition education improves knowledge and BMI-for-age in Ghanaian school-aged children

African Health Sciences ◽

10.4314/ahs.v21i2.55 ◽

2021 ◽

Vol 21 (2) ◽

pp. 927-941

Author(s):

Reginald A Annan ◽

Charles Apprey ◽

Godwin O Agyemang ◽

Diane M Tuekpe ◽

Odeafo Asamoah-Boakye ◽

...

Keyword(s):

Nutrition Education ◽

Primary Schools ◽

Growth And Development ◽

Intervention Group ◽

Nutrition Knowledge ◽

Control Group ◽

Post Intervention ◽

School Aged Children ◽

Education Group ◽

Children Nutrition

Background: Adequate nutrition is required for growth and development in children. This study tested the effectiveness of nutrition education on knowledge and BMI-for-age (BFA) of school-aged children in the Kumasi Metropolis. Methods: Children, aged 9-13 years old were recruited from ten randomly selected primary schools in the Metropolis. The schools were randomly allocated into 3 groups: nutrition education (3 schools), physical activity (PA) education (3 schools), both interventions (2 schools), or control (2 schools). Following a baseline nutrition and PA knowledge and status assess- ment in 433 children, twice-monthly nutrition and PA education and demonstrations were carried out for 6 months, followed by a post-intervention assessment. Results: PA and nutrition knowledge improved in all groups (P<0.001); the highest improvement was among those who received both interventions (31.0%), followed by the nutrition education group (29.8%), and the least, the control group (19.1%). Overall, BFA improved by +0.36, from baseline (-0.26) to end of the intervention (+0.10, P<0.001). Within the groups, the nutrition group (+0.65, P<.001) had the highest improvement, then, both the intervention group (+0.27, P<0.001), the PA group (+0.23, P<0.001) and lastly, the control group (+0.18, P=0.001). Conclusion: Nutrition education could improve knowledge and BMI-for-age in school-aged children in Ghana. Keywords: School-aged children; nutrition education; BMI-for-age; nutrition knowledge; basic school.

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A comparison of food portion size estimation by older adults, young adults and nutritionists

The journal of nutrition health & aging ◽

10.1007/s12603-017-0937-9 ◽

2017 ◽

Vol 22 (2) ◽

pp. 230-236 ◽

Cited By ~ 4

Author(s):

Claire Marie Timon ◽

S. E. Cooper ◽

M. E. Barker ◽

A. J. Astell ◽

T. Adlam ◽

...

Keyword(s):

Older Adults ◽

Young Adults ◽

Portion Size ◽

Size Estimation ◽

Food Portion ◽

Portion Size Estimation ◽

Food Portion Size

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Validation of a digitally displayed photographic food portion-size estimation aid among women in urban and rural Malawi

Public Health Nutrition ◽

10.1017/s1368980019002428 ◽

2019 ◽

Vol 22 (17) ◽

pp. 3140-3150 ◽

Cited By ~ 3

Author(s):

Valerie L Flax ◽

Chrissie Thakwalakwa ◽

Courtney H Schnefke ◽

Heather Stobaugh ◽

John C Phuka ◽

...

Keyword(s):

Rural Communities ◽

Low Income ◽

Portion Size ◽

Size Estimation ◽

Individual Level ◽

Low Income Country ◽

Urban Rural ◽

Highly Correlated ◽

The Individual ◽

Portion Size Estimation

AbstractObjective:To validate digitally displayed photographic portion-size estimation aids (PSEA) against a weighed meal record and compare findings with an atlas of printed photographic PSEA and actual prepared-food PSEA in a low-income country.Design:Participants served themselves water and five prepared foods, which were weighed separately before the meal and again after the meal to measure any leftovers. Participants returned the following day and completed a meal recall. They estimated the quantities of foods consumed three times using the different PSEA in a randomized order.Setting:Two urban and two rural communities in southern Malawi.Participants:Women (n 300) aged 18–45 years, equally divided by urban/rural residence and years of education (≤4 years and ≥5 years).Results:Responses for digital and printed PSEA were highly correlated (>91 % agreement for all foods, Cohen’s κw = 0·78–0·93). Overall, at the individual level, digital and actual-food PSEA had a similar level of agreement with the weighed meal record. At the group level, the proportion of participants who estimated within 20 % of the weighed grams of food consumed ranged by type of food from 30 to 45 % for digital PSEA and 40–56 % for actual-food PSEA. Digital PSEA consistently underestimated grams and nutrients across foods, whereas actual-food PSEA provided a mix of under- and overestimates that balanced each other to produce accurate mean energy and nutrient intake estimates. Results did not differ by urban and rural location or participant education level.Conclusions:Digital PSEA require further testing in low-income settings to improve accuracy of estimations.

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