ABSTRACT
This chapter deals with photos of different parts of the outdoor environment, alongside discussion of the mathematical potential of each, e.g. bike tracks, planting and growing, water investigations, sand investigations, large block play and construction, the mud kitchen and den building. Developing mathematical thinking and learning mathematical skills can and should be part of children's everyday experiences. They can count, measure and explore shapes, and develop their understanding of mathematical concepts and numerical reasoning in context. Planning for children outdoors is about focusing on the possible learning opportunities, not just the 'activity' or setting up places that might have the potential for learning without ensuring that learning occurs. The children need to be involved in the setting up of outdoor areas. Mathematical conversations occur naturally among children during play outdoors. In a mathematical, social environment, each child's contributions are valued and respected.
