Outdoor mathematics trails: an evaluation of one training partnership

Abstract

Outdoor education has received greater attention in the United Kingdom with the launch of the Learning Outside the Classroom Manifesto. However, teachers' lack of confidence and competence appear to be key factors underpinning the extent of outdoor learning provision in schools. This paper reports on a partnership project in which student teachers worked alongside classroom teachers to create outdoor activities in primary mathematics. Findings suggest that such a partnership provides a supporting framework for both teachers and student teachers to develop confidence, competence and enthusiasm for the provision of future outdoor learning experiences.

Analysis of the Practice of Nautical Activities in Schools

“…Table 4 presents contributions pertaining to the different categories mentioned by each of the participants. In this case, it is evident that the "Water Sports" subcategory has the highest number of contributions ( 27), followed by "Environment" (19) and "Knowledge" (17). Notes: E = entrepreneur; I = instructor; T = teacher.…”

“…Moreover, it facilitates the enhancement of motor and psychomotor qualities, including strength, endurance, coordination, and balance. Importantly, these environments also serve as excellent spaces for acquiring knowledge in other subjects such as Natural Sciences, Social Sciences, and Mathematics [18][19][20]. In the best-case scenario, educational institutions can develop comprehensive projects centered around aquatic environments, where all subjects are taught in a motivating and contextually meaningful manner.…”

Literature Review: Inquiry Social Complexity-STEAM Model Based on Math Trail-Virtual Reality Activity Nuanced with Javanese Culture in Improving Critical Thinking Ability

“…The activity of following a path is called trailblazing [20]. The math trail activity can be done anywhere, both indoors and outdoors as long as it gives students the freedom to explore [23]. The process of learning through a math trail, where the teacher acts as a trailblazer and the student as a trail walker, need not be limited to remote locations.…”

Conceptualization of Out-of-School Mathematics Education

“…Research in out-of-school mathematics education has focused on a wide range of contexts such as museums (e.g., Cooper, 2011;Dancu et al, 2011;Guberman et al, 1999;Gyllenhaal, 2006;Kelton, 2021;Nemirovsky et al, 2013Nemirovsky et al, , 2018Pattison et al, 2012); zoos and aquariums (e.g., Garibay et al 2012;Mokros & Wright, 2009), outdoor environments (Cahyono & Ludwig, 2018;Fägerstam & Samuelsson, 2014;Moffett, 2011), after-school programs (e.g., Kus & Cakiroglu, 2022;Mueller & Maher, 2009), everyday life settings (e.g., Bonotto, 2005;MacDonald, 2012;Masingila, 1994).…”