Noticing Math Outdoors

Outdoor mathematics experiences not only help learners to see connections between mathematics and other disciplines, but also can help learners feel more connected to their natural world.
- Meg Moss -

Math is Everywhere

Where do we see math outdoors? How can it be used to plan for an outdoor math lesson? Math is everywhere, it is all about seeing what is around us from a mathematical perspective. For us, this took some time to figure out. We began our math noticing journey by going outside for a walk with a purpose, to look for connections to math. The advice - take time to wonder and ask questions "Where do you notice math?". With practice we’ve begun to see things in a more mathematical way and to recognize opportunities for mathematical learning that are just waiting for us to notice.

Math and Water Buffalo

(Noticing Story 1 - Kim)

After explaining to my professor that there was a herd of water buffalo on the property beside the school, my professor exclaimed, “What a wonderful opportunity for math!” I was baffled. Where was the math? As I’ve learned more about math instruction and learning, my thinking now is that I could take my students to the fence and look at the animals. I would ask them what do they wonder? What mathematical questions might they have that we could investigate? Some questions I can imagine are: How many are there? How old are they? How much does one weigh? How big are they? How much do they eat?

Notice and Wonder

What do you notice? What do you wonder? These are the questions that can be starting points for mathematical inquiry. There is potential for resources like the one found on the NCTM website on Notice and Wonder to be adapted to thinking about math outdoors. As you can see from the types of questions in the Math and Water Buffalo story above, math learning outside might encompass multiple strands of math. It can come up due to something you or your students notice. Embrace it! It’s not going to be neat and tidy.

Math and the Forest

(Noticing Story 2 - Kim)

As part of a larger inquiry about the forested section of our school property, I took my students out to estimate how many trees there were. We then had to decide the best way to actually count the trees. While this is a simple activity, the grade 4 students were involved in estimating, problem solving, counting and adding. At the end of the activity, we created graphs of the number of trees and shrubs we found.

See the Math You Already Do

Math lessons that a teacher already uses can be re-imagined in a new setting, a different space. If an activity that is very paper and pencil based, imagine of how the lesson can become more hands on and real for students. (an example of this on the imagining page) For our research project, this is what we did. We chose addition practice, considered how that might look outdoors and decided to have students create a game.

Math and Leaves

(Noticing Story 3 - Lana)

As the new leaves started to grow in spring, I asked my students to watch what happened by measuring the size of a leaf several times over a few weeks. This meant students were using measurement in a meaningful way by getting to know a bit more about how a plant grows. We could have also graphed and compared their results. It was great to see the kids enthusiasm and interest grow right along with the plants!

Recognize Natural Resources

What type of space is needed?

As we planned the lesson, we had to decide which outdoor space would work for the activity. At our school there are a number of different spaces to take a class outside. Our school has an outdoor classroom - a covered area with picnic tables specifically designed for teaching a class outside. We didn't necessarily want the children to sit at tables but felt it made a good meeting spot. Lana had taken her class out on previous occasions to that area, so it was a familiar starting point.

There is also a section of the running track alongside the classroom where we decided the students could work. We felt that the track would be an ideal space for students to build and play their math game. One thing we hadn't considered was how to define the boundaries of how far away the students could go. Using natural markers like trees is an easy way to define a space; however, there happened to be two pylons outside when Lana was teaching which she used to set the parameters for the students.

What about materials?

Besides the space, look outdoors for natural materials that can be used to teach math. Are there things about the land or in nature that can teach your students a concept? How can natural materials enhance your students' learning?

While we were planning, we went out to check if there were enough sticks for the students to use for the game we wanted them to create. A study on outdoor learning spaces, (Harris, 2018) found that students were more creative with found outdoor materials since the math materials we use in class often have a predetermined use. An example of this is that during our lesson students used the sticks to not only create the shapes but to write the number of points on the ground.

Outdoor math experiences that provide students with meaningful opportunities to use their math understanding can come from a walk outside or a great activity that is thoughtfully planned. We are looking to encourage students to take time to explore and notice what is going on around them, challenging them to be curious and to wonder in a mathematical way.

References

Harris, F. (2018). Outdoor learning spaces: The case of forest school. Area (London 1969), 50(2), 222-231. https://doi.org/10.1111/area.12360
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
National Council of Teachers of Mathematics. (n.d.). Beginning to Problem Solve with “I Notice, I Wonder”™ . I notice I wonder - national council of teachers of mathematics. Retrieved July 27, 2022, from https://www.nctm.org/Classroom-Resources/Problems-of-the-Week/I-Notice-I-Wonder/

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