Outdoor learning in natural areas can be an enrichment for children, enabling them to learn beyond the borders of their classroom, and has the potential to directly and indirectly strengthen primary school's educational practice.
- Janke van Dijk-Wesselius et al. -
Articles
Taking Math Outside is a blog entry providing reasons and approaches for taking math outside. It is presented by The Robertson Program which focuses on inquiry-based teaching in mathematics and science which is housed at the Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education - University of Toronto.
Taking Math Outdoors: A Natural Learning Environment is a blog entry by researches at the University of Minnesota about supporting nature-based math education and includes a description of benefits and examples for how teachers can be intentional. It is hosted by DREME (Development and Research in Early Math Education) and is focused on early childhood (birth to age 8).
Videos
Outdoor maths - Learning in Local Greenspace is a video by the non-profit charity Learning Through Landscapes based in the UK. This video shows an elementary math class and an explanation by teachers and educational consultant Juliet Roberson, author of Messy Maths and Dirty Teaching, on how a new interest in math was sparked through outdoor experiences.
BC Numeracy Network - Outdoor Learning is a resource curated by a group of K-12 educators representing eight school districts in BC. The outdoor learning section is part of their balanced numeracy approach.
Creative STAR Learning Ltd is a website with a variety of math lesson examples and articles intended to inspire teachers for teaching math and literacy outdoors. It is curated by Juliet Robertson author of Messy Maths and Dirty Teaching.
Learning through Landscapes is a non-profit organization in the UK and has lesson ideas that you can search by age and subject.
Outdoor Learning - Richmond School District is a webpage curated by Janice Novakowski that shares various resources including a list of children's books, websites and blog posts related to math learning outdoors.
Learning in the Outdoors is a Math toolkit created by Outdoors Victoria in partnership with various Australian health, environmental and teacher organizations. It has a variety of practical outdoor math activities connected with learning outcomes.
David Sobel is an influential speaker, author and environmental educator especially in the place-based education movement. His website provides information about his books and access to articles, videos and interviews.
Richard Louv is a journalist and author of several books including Last Child in the Woods which highlights the importance of nature plays in the lives of children and adults.
Francis Su is a mathematics professor and author of Mathematics for Human Flourishing. In his book he reveals how math is for everyone and how being mathematical helps people live well, through opportunities to build virtues. While not specific for outdoor learning, many of the human desires and virtues discussed can be expressed in outdoor experiences.
Megan Zeni describes herself as a play advocate, researcher and practitioner. Her website focuses on school gardens, outdoor classrooms, outdoor education and playful learning. Her blog provides practical resources and ideas on outdoor learning including references to numeracy.
Reggio Inspired Mathematics is a website where educators collaboratively share their ideas and resources into how Reggio-inspired principles and practices can enhance mathematics education. Many of these ideas are connected to outdoor spaces.
Which One Doesn't Belong is a website we referred to on our Embracing page. This website has a curated collection of math thinking puzzles inspired by Christopher Danielson's book Which One Doesn't Belong - A Shapes Book.
References
Van Dijk-Wesselius, J. E., Berg, van den, A. E, Maas, J., & Hovinga, D. (2020). Green schoolyards as outdoor learning environments: Barriers and solutions as experienced by primary school teachers. Frontiers in Psychology, 10, 2919. https://doi.org/10.3389/fpsyg.2019.02919