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

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Camilla Roed Otte, Mads Bølling, Peter Elsborg, Glen Nielsen, Peter Bentsen

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.

OriginalsprogEngelsk
TidsskriftEducational Research
Vol/bind61
Udgave nummer1
Sider (fra-til)38-52
Antal sider15
ISSN0013-1881
DOI
StatusUdgivet - 2019

Bibliografisk note

CURIS 2019 NEXS 049

ID: 213041742