Trailblazers
Data(s) |
10/03/2010
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Resumo |
A recent study in the United Kingdom (Ofsted Report 2008) provides strong evidence that well-organized activities outside the classroom contribute significantly to the quality and depth of children's learning, including their personal, social, and emotional development. Outdoor math trails supply further evidence of such enhanced learning: They are meaningful, stimulating, challenging, and exciting for children. Most important, these trails invite all students, irrespective of their classroom achievement level, to participate successfully in the problem activities and gain a sense of pride in the mathematics they create. Additionally, Math trails empower lifelong learning. Integrating "outside" mathematics with "inside" classroom mathematics can sow the seeds to develop flexible, creative, future-oriented mathematical thinkers and problem solvers. Here, English et al discuss how to design and implement math trails to promote active, meaningful, real-world mathematical learning beyond the classroom walls. |
Identificador | |
Publicador |
National Council of Teachers of Mathematics |
Relação |
English, Lyn D., Humble, Steve, & Barnes, Victoria E. (2010) Trailblazers. Teaching Children Mathematics, 16(7), pp. 402-412. |
Fonte |
School of Curriculum; Faculty of Education |
Palavras-Chave | #130202 Curriculum and Pedagogy Theory and Development #Problem Solving #Outdoor Mathematics #Maths Trails |
Tipo |
Journal Article |