The aim of this course is to provide deep understanding of using out-of-school places as learning environments for mathematics. Focusing on different learning ernvironments including museums, botanic gardens etc., students will have a chance to design, implement and evaluate instructional process of middle school mathematics concepts and processes.
If relevant to the course
Upon successful completion of this course, the student should be able to:
- Comprehend the importance of out-of-school learning.
- Exemplify mathematics instruction processes in out-of-school environments.
- Discuss different mathematics teaching methods and strategies appropriate for out-of-school learning.
- List the out-of-school environments.
- Examine features of out-of-school environments and their use for different purposes of instruction.
- Plan for mathematical instruction requiring facilitating from out-of-school environment.
- Implement mathematics instruction at out of school learning environment.
- Evaluate out of school environments based on defined criteria.
If relevant to the course
Nilsson, P., Sollervall, H., & Milrad, M. (2009, January). Collaborative design of mathematical activities for learning in an outdoor setting. In Proceedings of the 6th conference of European research in mathematics education (pp. 1101-1110).
Hull, G. A., & Schultz, K. (Eds.). (2002). School's out: Bridging out-of-school literacies with classroom practice (Vol. 60). Teachers College Press.
| Workload | Hrs |
|---|---|
| Lectures | 28 |
| Course Readings | 8 |
| Workshop | 5 |
| Field Trips/Visits | 15 |
| Observation | 4 |
| Report on a Topic | 15 |
| Poster Presentation | 10 |
| Team Design | 15 |