Abstract:

Several studies show that the outdoor environment can provide a suitable context for learning mathematics in the early years, as it allows to establish connections between school content and real-world and enables the attribution of meaning by students.

There is also evident that solving mathematical tasks outside the classroom, is more challenging for students and stimulate communication, socialization and physical activity, contributing to improve students' performance and personal, social and emotional development. Tasks can be proposed organized in math trails or separately, in which participants explore, in a guided way, mathematics in the surrounding environment. Therefore, we consider it essential to propose learning experiences that involve solving math tasks outside the classroom, that promote various connections.

Based on this assumption, a broader study was developed, with students with eight and nine years old, to understand the contribution of outdoor contexts to student learning, where we propose to answer the following questions:
1) how are characterized the students' (dis) commitment to solving mathematical tasks involving other subjects, in environment outdoor, and
2) how are characterized the reactions of students in solving of these tasks, promoting connections? For this purpose, three math trails were built with mathematical tasks, framed in elements of different real-world contexts. In this study, we opted an interpretative qualitative methodology, in a case study design.

The data was collected through students' written productions, observations, interviews and photographic and audio records.

They explored the locations of the tasks, seeking, whenever possible, to dramatize the situations, either as a strategy for solving or understanding. They got involved in relevant discussions and often used elements of the environment to test possibilities, strengthen and argue their ideas and help the rest of the group. In certain situations where the task allowed, the groups presented different resolutions. They spontaneously mobilized the knowledge of the scholar subjects, especially of mathematics and natural science. They showed a preference for more challenging tasks that provide interaction with colleagues and the environment. Although they were exposed to multiple factors that favor distraction, students got involved in solving tasks, with enthusiasm, commitment and responsibility.

Keywords:

Mathematical tasks, Non-formal learning contexts, Connections, Math Trails, Outdoor learning.