Mathematics from the ground up: an emerging model for enriching mathematical learning for children aged 4–12 using a school garden program

ABSTRACT

Meaningful and enjoyable experiences are important in the education of children. In this qualitative case study, the garden program (incl. market garden shop, garden care, Kid’s Kitchen, and chicken coop) in one Australian primary school was explored to determine its impact on the mathematical learning of children. Data were collected using focus groups (four student, three parent and three volunteer groups), three teacher interviews, weekly garden journal entries and, when possible, through observation. This program provided opportunities for enriched mathematical learning facilitated by: early exposure to mathematical applications through mixed-age groups at different stations; an authentic, real-life setting to apply mathematical learning; and the consolidation of mathematical experiences through weekly engagement. These program features were found to positively impact the mathematical readiness, attitudes and competence of students.

KEYWORDS:

• Mathematics
• school gardens
• mathematical readiness
• mathematical attitudes
• enriched mathematics