Peer-reviewed research2017–2026 update
Low-stakes, high-interest learning: a hermeneutic phenomenological study of children learning mathematics outdoors
Primary children experienced regular outdoor maths as safe, inclusive and liberating. The authors call this 'low-stakes, high-interest' learning that reduces anxiety and builds confidence.
What's new
This hermeneutic phenomenological study, using van Manen's framework, explored the lived experiences of primary-aged children taking part in regular outdoor mathematics learning at school. Children described it as safe, inclusive, peaceful and liberating. They said it fostered belonging, reduced anxiety, and allowed creativity, self-direction and collaboration. Space, sound, natural materials and peer relationships shaped their experiences. The study introduces the idea of low-stakes, high-interest mathematics learning.
Why it matters in Aotearoa
Maths achievement and maths anxiety are a focus in Aotearoa. The study suggests regular outdoor maths could support engagement and confidence, especially for anxious learners.
Putting it into practice
Teachers can plan a regular outdoor maths session using natural materials and collaborative, open-ended tasks with low pressure on getting answers right.
How strong is the evidence
This is an interpretive qualitative study of children's experiences. The abstract does not give sample size or setting, and the study does not measure achievement.
What to read
The full article, particularly the findings on space, sound and natural materials and the low-stakes, high-interest concept.