ABSTRACT
The key resource will always be the interconnectedness of the child, the adult and the environment in which the learning takes place. However, every outdoor area will be different and this chapter outlines a range of contexts for learning and the potential of a variety of resources looking at what children may see, what they may say and how we can take this forward. It explores how to challenge children in their mathematical learning outdoors. Children become very engaged in their learning when they can independently find resources to use in their play. Many of the traditional and well used rhymes for counting back and on are always supported by the props to add to the level of engagement, but this is also necessary in the association of the rhyme and action during it when quantities change. The more visual the rhyme, the more children will remember the order and sequence of both the rhyme and numbers within it.
