ABSTRACT
Outdoor spaces are unique; some schools have large treed areas, bountiful gardens, and a diverse ecosystem with insects and animals to discover. Different kinds of outdoor spaces can offer a wealth of math learning for children. This chapter considers three categories of outdoor mathematical experiences: open-ended invitations, teacher-initiated explorations, and inquiries over time. Practicing how to articulate and justify their thinking and how to listen to ideas that are different from their own empowers children, building both the trust they place in their own work and their comfort level with engaging in productive argumentation. Being attuned to the children’s observations, helping to recognize their questions and highlight the math within them, and supporting nature-based inquiries make this learning meaningful. Common concerns about outdoor learning can be addressed with respectful communication. For example, children are often a bit disheveled after exploring outdoor spaces.
