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Outdoor mathematics is a natural way to connect mathematics to other subjects and help students see that mathematics is not just something that happens only in the classroom and textbooks.
- Meg Moss -
Image by Cole Stivers from Pixabay
It was in the middle of a math lesson that a student blurted out, “Why can’t we go outside?” As I listened to Kim relate her experience, I recalled my own frustrations with students who seem to purposefully derail a lesson. We had a good laugh together about it, but the question kind of stuck with us. It brought back an older memory of mine when I had the same desire as a student. The classroom felt stuffy and confining. Why couldn’t we do the same work outside in the warm sunshine with a fresh breeze? I’m not sure if Kim’s student was expressing a real desire to do math outside, or just wanting to escape the classroom, but we both began to wonder: What if we took math outside more often? What opportunities would this open up for us and our students?
Purpose
Purpose
This is our story of bringing together math and outdoor learning and what we experienced as we planned and taught a math lesson outdoors. Our purpose was to use this lesson to look into our own teaching practice so we can become more effective in teaching math outdoors. We also wanted to share what we learned with anyone interested. We hope you will be encouraged and find helpful insight into how to teach math outdoors.
About us
About us
We are currently working as classroom teachers at LCS, an independent school in Langley, British Columbia, and we are about to finish our MEd program in mathematics education at the University of British Columbia. This website is the result of our capstone project on the following research question: How does a teacher prepare, plan and teach math outdoors?
Kim Bartram has taught many elementary grades over the past 30+ years. Most recently, she has taught grade 4 and in the coming year, she will be teaching grade 2. Kim loves to be outside, especially but not exclusively, when the sun is shining. Kim loves to learn, think outside the box, and encourage a sense of wonder and curiosity in her students. She is excited to explore new ways of taking her students to learn outdoors.
Lana Dyck has been teaching grade 1 or 2 for over a decade. She is currently teaching grade 2 and enjoys integrating her interest in engineering and math from her previous career in Mechanical Engineering Technology. Her love of the outdoors started at a young age and she seeks to incorporate more of this into her teaching to make a difference in the learning and life of her students.
Langley Christian School
Acknowledgements
Acknowledgements
Our project is situated on the campus of Langley Christian Elementary School located approximately 45 kilometers southeast of Vancouver. The school is on the traditional land and unceded territories of the Katzie, Kwantlen, Matsqui and Semiahmoo First Nations. We are grateful to be learning on this land.
We would like to thank Langley Christian School administrators and staff along with the parents and students of grade 2DV for their willingness to support and contribute to this research. We are grateful for the support and guidance of Dr. Cynthia Nicol, Dr. Tathali Urueta and Dr. Everton Jacinto. Thanks also to our MEd cohort members for their inspiration and feedback.
References
References
Moss, M. (2009) Outdoor mathematical experiences: Constructivism, connections, and health. In B. Clarke, B. Grevholm & R. Millman (Eds.), Tasks in primary mathematics teacher education (pp. 263-273). A. Peter-Koop & P. Wilson (Eds.) Mathematics teacher education (Vol. 4). Springer US. https://doi.org/10.1007/978-0-387-09669-8_17
Su, F. E., & Jackson, C. (2020). Mathematics for human flourishing. Yale University Press. https://doi.org/10.2307/j.ctvt1sgss
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