Teaching maths outside the classroom: does it make a difference?
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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 tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Teaching maths outside the classroom: 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