[en] Through this work it has been investigated the relationship between physical activity and academic performance in the subject of Mathematics in Primary Education children. 66 students from fourth, fifth and sixth grade students have participated. In this research, the level of physical activity of the students was analyzed by means of a questionnaire to obtain weekly MET (Metabolic Equivalent Task) amounts. These MET amounts have been categorized into 4 groups according to activity level: 1) weekly MET less than 625, sedentary students; 2) weekly MET between 625 - 1499, active students in measure; 3) weekly MET between 1500 - 2499, active students; and 4) weekly MET greater than 2499, very active students. On the other hand, the students' second semester grades in mathematics were taken into account to analyze the relationship between academic performance and the different categories of physical activity. The results show that 25% of the group of students are sedentary, this percentage being quite high. On the other hand, significant differences have been seen between the sexes regarding the amount of physical activity that they practiced. Even so, there have been no differences in the notes. Focusing on the relationship between physical activity and math grades, there have been observed significant differences between different categories created. Comparing the average grade in Mathematics between the different categories, it is clear that in the category with the most physical activity the average grade is one and a half points higher than among sedentary students. By making this comparison and a statistical analysis between the different groups, it can be concluded that the routine practice of physical activity favors academic performance in the subject of mathematics.

[eu] Lan honetan, jarduera fisikoaren eragina matematikako errendimendu akademikoan Lehen Hezkuntzako ikasleetan duen eragina ikertu da. Horretarako, Lehen Hezkuntzako laugarren, seigarren eta bosgarren mailako 66 ikaslek parte hartu dute. Ikerketa honetan, Ikasleen jarduera fisikoaren maila jakiteko, galdetegi bat egin da, asteko MET (Metabolic Equivalent Task) kopuruak lortzeko. MET kopuru horiek 4 taldetan sailkatu dira, jarduera-mailaren arabera: 1) astero 625 MET baino gutxiago, ikasle sedentarioak; 2) 625-1499 MET bitartean, ikasle aktiboak neurrian; 3) 1500-2499 MET bitartean ikasle aktiboak; eta 4) 2499 baino gehiago, ikasle oso aktiboak. Bestalde, ikasleen matematika irakasgaiaren bigarren lauhileko notak kontuan hartu dira, errendimendu akademikoaren eta jarduera fisikoaren kategorien arteko erlazioa aztertzeko. Emaitzei erreparatuz, Ikusi da parte hartu duten ikasle taldearen %25,7a sedentarioak direla, kopuru hau nahiko altua izanik. Bestalde, sexuen arteko desberdintasun nabariak ikusi dira bakoitzak praktikatzen duen jarduera fisikoaren mailari dagokionez, hori bai, notei dagokionez sexuen artean ez da egon desberdintasun esanguratsuak. Jarduera fisikoaren eta matematikako noten arteko harremanetan zentratuz, sortutako kategoria desberdinen arteko desberdintasun esanguratsuak ikusi dira. Kategoria desberdinen arteko matematikako batazbesteko notak alderatzean, agerian gelditu da kategoria aktiboenean zeuden ikasleak batazbeste puntu bat eta erdi gehiago zutela kategoria sedentariaoan zeuden ikasleak baino. Taldeen arteko konparazio eta azterketa estatistiko hori eginez, ondoriozta daiteke jarduera fisikoaren ohiko praktikak matematikako ikasgaiaren errendimendu akademikoan ondorio positiboak dituela.