Teaching maths outside the classroom: does it make a difference?

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Standard

Teaching maths outside the classroom : does it make a difference? / Otte, Camilla Roed; Bølling, Mads; Elsborg, Peter; Nielsen, Glen; Bentsen, Peter.

I: Educational Research, Bind 61, Nr. 1, 2019, s. 38-52.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Otte, CR, Bølling, M, Elsborg, P, Nielsen, G & Bentsen, P 2019, 'Teaching maths outside the classroom: does it make a difference?', Educational Research, bind 61, nr. 1, s. 38-52. https://doi.org/10.1080/00131881.2019.1567270

APA

Otte, C. R., Bølling, M., Elsborg, P., Nielsen, G., & Bentsen, P. (2019). Teaching maths outside the classroom: does it make a difference? Educational Research, 61(1), 38-52. https://doi.org/10.1080/00131881.2019.1567270

Vancouver

Otte CR, Bølling M, Elsborg P, Nielsen G, Bentsen P. Teaching maths outside the classroom: does it make a difference? Educational Research. 2019;61(1):38-52. https://doi.org/10.1080/00131881.2019.1567270

Author

Otte, Camilla Roed ; Bølling, Mads ; Elsborg, Peter ; Nielsen, Glen ; Bentsen, Peter. / Teaching maths outside the classroom : does it make a difference?. I: Educational Research. 2019 ; Bind 61, Nr. 1. s. 38-52.

Bibtex

@article{abc463967f9b4bbcaab69d6030423587,
title = "Teaching maths outside the classroom: does it make a difference?",
abstract = "Background: An emerging field of research indicates that the use of learning environments other than the classroom can improve pupils’ academic achievement in several subjects, including their skills in mathematics. Purpose: The aim of this study was to investigate the association between Education Outside the Classroom (EOtC) and pupils’ skills in mathematics.Methods: This explorative, quasi-experimental study involved schoolchildren (aged 9–13 years) from 15 Danish public schools who participated in EOtC over the course of a school year. The mathematical skills of pupils from 23 EOtC maths intervention classes (n=421) and 12 EOtC non-maths comparison classes (n=198) were measured at the start and end of the 2014–2015 school year.Results: Both groups showed improved maths skills; however, we found no significant difference between the EOtC maths and the comparison groups. Conclusion: The results indicate that, in this explorative study, moving maths teaching outside the classroom neither harmed nor improved pupils’ mathematical skills. These results and implications for research are discussed.",
keywords = "Assessment, Learning, Mathematics, Outdoor education, Schoolchildren, Teaching",
author = "Otte, {Camilla Roed} and Mads B{\o}lling and Peter Elsborg and Glen Nielsen and Peter Bentsen",
note = "CURIS 2019 NEXS 049",
year = "2019",
doi = "10.1080/00131881.2019.1567270",
language = "English",
volume = "61",
pages = "38--52",
journal = "Educational Research",
issn = "0013-1881",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Teaching maths outside the classroom

T2 - does it make a difference?

AU - Otte, Camilla Roed

AU - Bølling, Mads

AU - Elsborg, Peter

AU - Nielsen, Glen

AU - Bentsen, Peter

N1 - CURIS 2019 NEXS 049

PY - 2019

Y1 - 2019

N2 - Background: An emerging field of research indicates that the use of learning environments other than the classroom can improve pupils’ academic achievement in several subjects, including their skills in mathematics. Purpose: The aim of this study was to investigate the association between Education Outside the Classroom (EOtC) and pupils’ skills in mathematics.Methods: This explorative, quasi-experimental study involved schoolchildren (aged 9–13 years) from 15 Danish public schools who participated in EOtC over the course of a school year. The mathematical skills of pupils from 23 EOtC maths intervention classes (n=421) and 12 EOtC non-maths comparison classes (n=198) were measured at the start and end of the 2014–2015 school year.Results: Both groups showed improved maths skills; however, we found no significant difference between the EOtC maths and the comparison groups. Conclusion: The results indicate that, in this explorative study, moving maths teaching outside the classroom neither harmed nor improved pupils’ mathematical skills. These results and implications for research are discussed.

AB - Background: An emerging field of research indicates that the use of learning environments other than the classroom can improve pupils’ academic achievement in several subjects, including their skills in mathematics. Purpose: The aim of this study was to investigate the association between Education Outside the Classroom (EOtC) and pupils’ skills in mathematics.Methods: This explorative, quasi-experimental study involved schoolchildren (aged 9–13 years) from 15 Danish public schools who participated in EOtC over the course of a school year. The mathematical skills of pupils from 23 EOtC maths intervention classes (n=421) and 12 EOtC non-maths comparison classes (n=198) were measured at the start and end of the 2014–2015 school year.Results: Both groups showed improved maths skills; however, we found no significant difference between the EOtC maths and the comparison groups. Conclusion: The results indicate that, in this explorative study, moving maths teaching outside the classroom neither harmed nor improved pupils’ mathematical skills. These results and implications for research are discussed.

KW - Assessment

KW - Learning

KW - Mathematics

KW - Outdoor education

KW - Schoolchildren

KW - Teaching

U2 - 10.1080/00131881.2019.1567270

DO - 10.1080/00131881.2019.1567270

M3 - Journal article

AN - SCOPUS:85060862335

VL - 61

SP - 38

EP - 52

JO - Educational Research

JF - Educational Research

SN - 0013-1881

IS - 1

ER -

ID: 213041742