Engagement and Outdoor Learning in Mathematics
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| Title: | Engagement and Outdoor Learning in Mathematics |
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| Language: | English |
| Authors: | Laird, Alexandra, Grootenboer, Peter, Larkin, Kevin, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2021Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (43rd, Singapore, 2021). |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2021 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Grade 6, Elementary School Students, Mathematics Instruction, Outdoor Education, Student Attitudes, Learner Engagement, Learning Theories, Student Behavior, Student Participation, Psychological Patterns |
| Geographic Terms: | Australia |
| Abstract: | The study reported here was conceptualised using a theoretical framework that included three dimensions of engagement; emotional, behavioural, and cognitive, and these were used to structure the data collection and analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34 students from two Year 6 classes at a Queensland state primary school. The findings indicate that the students were engaged in their mathematics learning in the outdoor context. However, there was no compelling evidence that suggested the outdoor environment was any more emotionally, behaviourally, or cognitively engaging than the indoor context. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | ED616162 |
| Database: | ERIC |
| Abstract: | The study reported here was conceptualised using a theoretical framework that included three dimensions of engagement; emotional, behavioural, and cognitive, and these were used to structure the data collection and analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34 students from two Year 6 classes at a Queensland state primary school. The findings indicate that the students were engaged in their mathematics learning in the outdoor context. However, there was no compelling evidence that suggested the outdoor environment was any more emotionally, behaviourally, or cognitively engaging than the indoor context. |
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