Why Teach Math Outdoors?

When we started to explore how to take our math teaching outside, we had to ask the question “Why in the world do we want to do this anyway?” On her blog post about tips for teaching outside the classroom, outdoor educator Megan Zeni (n.d.) encourages educators to "get clear on one reason why this is important to you, and place it front and centre in your planning." The process of finding our reasons for teaching math outdoors has been helpful as we have explained to parents, colleagues and administration what we hope to accomplish. It has also been helpful as we reflect on our teaching practice.

Why teach outdoors?

From our research on outdoor education we found many reasons to teach outside of the classroom, and not just for math. Here are just a few.

• increased enthusiasm, motivation and engagement

• reduced behavior problems, improved concentration

• improved interpersonal skills, cooperation, relationships

• enhanced academic learning

• stronger connection to nature, stewardship

• increased physical activity

• authentic, hands on, experiential learning

• improved social emotional functioning and well being

(Green & Raynor, 2022; Li et al, 2022; Liu et al, 2019; Ma et al, 2019; Oberle et al, 2021, Pousa et al, 2021; Schoeb, 2021; van dijk-Wesselius et al, 2020)

We find all of these reasons very compelling and could see how they can apply to our teaching context and have a positive impact on the learning of our students.

Why teach math outdoors?

Teaching math outdoors can be meaningful, engaging, and encouraging. In our project we were excited not only about the benefits of teaching outdoors in general, but also on how to connect math and the outdoors. In her article on outdoor math experiences, Moss (2009), an associate professor of mathematics and teacher education in Tennessee, presents reasons teachers might take students outdoors to learn math. Maybe it is to connect students to their natural world. A large amount of space would be required for students to physically experience what a kilometer is, or to visualize the size of a whale. Alternatively the teacher might just want to go outside to be more active and change the setting to do something different. Although different, both offer legitimate reasons for justifying outdoor math activities. But from our experience and academic studies, our reasons for taking math outdoors focus on the three learning domains of a student; their thinking (head), their skills and actions (hands) and their attitudes, values and behaviour (heart).

Make math meaningful through nature

We wanted to make mathematics meaningful in a different way for our students by creating outdoor activities where they develop and apply math competencies and skills to explore and understand the world around them. We were looking for ways to encourage students to not only develop their ability to do math, but also their understanding of mathematical concepts. We noticed that when we moved learning into an environment away from the ease of skills-based worksheets it encouraged us as teachers toward contexts where students can develop their math understanding. Using the natural environment to engage students in real-world problem-solving experiences we believe will help support students' growth in understanding how math works.

Engage with math in embodied ways

As outdoor activities provide students with more opportunities to move and use their senses while learning, we wanted students to use their bodies to express and process their mathematical understanding. Outdoors there is space to use full body movements and various senses. Here, we see the potential for students to engage with mathematical concepts in different ways and with less preconceived ideas of what math skills they are performing.

Build wellbeing and community

Taking math outdoors can provide opportunities for students to explore, experience, and play with mathematical ideas, perhaps helping to reduce some of the negative feelings some students show towards math. A theme we noticed in the literature on outdoor learning is that students are more motivated and engaged in their learning. From our own experience, we noticed how students are more excited and joyful when outdoors. Could that joy from the outdoors connect to their math learning?

These reasons can guide our planning and help us reflect on our teaching practice.