Beyond the classroom: The impact of outdoor mathematics activities on preschool teachers’ beliefs and self-efficacy
Background: Mathematics learning in early childhood is often confined to classroom settings, limiting opportunities for children’s active, experience-based engagement. Out-of-school learning environments offer rich contexts where children can explore, question, and construct meaning through real-life interactions. However, teachers’ beliefs and competencies play a key role in whether such child-centred opportunities are effectively implemented.
Aim: This study examines the impact of mathematics activities conducted in out-of-school learning environments on preschool teachers’ beliefs about mathematical development and their self-efficacy in organising such environments, with a particular focus on how these practices support child-centred learning experiences.
Method/approach: A single-group pre-test–post-test quasi-experimental design was used. Participants were preschool teachers from four provinces in Türkiye. A six-day practice-based training was implemented in diverse out-of-school settings. Data were collected before, after, and at follow up. Ethical approval was obtained from the relevant institutional review board, and informed consent was secured from all participants.
Results/findings: The findings indicated a statistically significant increase in teachers’ self-efficacy regarding organising out-of-school learning environments. However, no significant change was found in their beliefs about mathematical development. This suggests that while practices can shift relatively quickly, belief systems may remain more stable in the short term.
Conclusion: The findings highlight that out-of-school mathematics activities can strengthen teachers’ capacity to design child-centred learning environments that support children’s exploration and engagement. However, sustained professional development is needed to foster deeper changes in teachers’ beliefs, which are critical for the long-term transformation of practice.
Implications for children and families: You can support children’s learning by encouraging them to explore mathematics in everyday environments, such as parks, museums, and nature, where they can actively discover and make sense of the world.
Implications for practitioners: You can enhance children’s engagement and learning by designing out-of-school experiences that allow them to explore, question, and actively participate in meaningful mathematical activities.
Funding: This study was supported by the Scientific and Technological Research Council of Türkiye (TÜBİTAK) under the 4004 Nature Education and Science Schools Program (Project No: 123B371).
Keywords: out-of-school learning, early childhood education, early math skills
This presentation relates to the following United Nations Sustainable Development Goals: