Abstract:

Outdoor learning offers a wide range of opportunities for (mathematics) classes. One of these options are so-called math trails. During a math trail, mathematical tasks are discussed and solved in small groups in the environment related to real objects. Within the two-component system "MathCityMap", this method is supported by a web portal and an app for mobile devices. Despite positive findings on the impact on long-term learning and the motivation of learners, (prospective) teachers raise concerns regarding the organization and implementation of outdoor mathematics, especially due to a lack of experience with this teaching method. This shows that there is a need for the design of curricula educating prospective and in-service teachers to use outdoor learning in regular mathematics classes.

Within the Erasmus+ project “Mobile Math Trails in Europe” (MoMaTrE Project Duration: 2017-2020) a long-term curriculum for an one-semester course at university level (12 weeks) has been developed and tested. The definition and preparation of the short-term curriculum for in-service teachers is part of a second Erasmus+ project “Math Trails in School, Curriculum and Educational Environments of Europe” (MaSCE³ Project Duration: 2019-2022).

The overall aim for both curricula is to teach prospective and in-service teachers theoretically and practically on how to conduct mathematics teaching outdoors. Whereas the focus of the long-term curriculum is on a theory-based approach with a scientific intention due to the use on a university level aiming at prospective teachers, the short-term curriculum focuses on the practical aspects of the system, e.g. the learning environment “Digital Classroom”, making it easier for in-service teachers to directly implement the content of the course in their own classes.

In this article, we present the MathCityMap system as one possibility of preparing and conducting outdoor learning using mobile technology. Afterwards, we give an overview on both curricula with focus on their structures and modules. Especially the modules in which the students' and the teacher's perspectives are introduced practically are highlighted. Furthermore, advanced modules on task design, review and additional features like the Digital Classroom will be presented. Those modules can be used depending on the needs of the target group. With a special focus on distance learning due to the Corona pandemic, we additionally show how the curricula have been restructured and adapted for asynchronous online learning. Finally, the curricula are evaluated with regards to the participants’ attitude towards outdoor learning, the structure and content of the curricula, as well as the MathCityMap system. The results of both evaluations show that the participants intend to use outdoor learning more often and that the MathCityMap system provides a useful tool to support them.

Keywords:

Outdoor Education, Long-Term Curriculum, Short-Term Curriculum, Digital Tools, MathCityMap.