Should Maths be Taught Outdoors?

Teaching maths in the outdoors can be seen as an opportunity to facilitate a session in a way that can benefit all types of learners e.g. visual, auditory and kinaesthetic. Children are provided with a meaningful application of problem solving strategies, which in theory is likely to result in higher levels of motivation.

It also becomes a cross-curricular subject when taught in this way, with almost limitless resources. For example, if you ask children to find objects in the woods that can be used to help with counting and then ask them to sort them into different categories, you can guarantee that they will ask questions such as ‘what is this item called?’ or ‘what plant does this come from?’ Such a simple task outside how now become a cross-curricular subject, where not only are the children learning the mathematical concepts of sorting and counting, they are extending this and learning about nature; what plants are in that area, what they look like, how they flower etc.

The idea of teaching maths in the outdoors can be a way of making this sometimes daunting subject more accessible and less like a chore (as many children see it this way!). From my experience working in a school, I have seen children who are disinterested in maths in the classroom, apply themselves and become thoroughly enthusiastic about it when it is taught in the outdoors! It just goes to show that children learn in different ways, and when given more freedom and an applicable context, they are often show improvements in engagement and motivation towards the subject.

The Learning Outside the Classroom (LOtC) manifesto sums up why outdoor learning can be a valuable experience if executed well. Not only can it enhance the teaching of mathematical concepts, it also provides a relevant context for developing important outdoor skills. Ultimately, learning outdoors can contribute to the making of a well-rounded, inquisitive Individual.

“We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.” Such experiences “help us to make sense of the world around us by making links between feelings and learning. They stay with us into adulthood and affect our behaviour, lifestyle and work. They influence our values and the decisions we make. They allow us to transfer learning experienced outside to the classroom and vice versa”.

Although teaching maths outdoors has many benefits, I do believe that a mixture of indoor mathematics and outdoor mathematics would be most beneficial for children. With all realms of life, variety is good to keep people engaged, and ensure that each child is given the best opportunity to learn in the ways they find most comfortable. Some children may not enjoy being outdoors, and therefore may need some extra encouragement to ensure that the learning objectives are attained.

Follow this link for some interesting ideas on teaching maths outdoors

References

http://www.lotc.org.uk/