Trails in local history and in geography have become an accepted part of the curriculum. It is also possible to devise mathematical trails. A trail is an activity based assignment that can take place within the school building, in the school yard or in the locality.
Here are some examples of types of trails that can be devised:
- a trail based on a mathematical strand: for example, Measures: Weight, includes linkage with Number, Shape and space, Data
- a topic-based trail using linkage within mathematics and integration with other subjects, for example a trip to a shopping centre or maths in our town.
Why use mathematical trails?
- they add a sense of fun and adventure to mathematical topics
- they offer an alternative to formal, written work and are challenging to the children
- trails can be structured to include work suitable for all levels of ability. Children who have previously experienced difficulties in mathematics can be stimulated by this approach, and the abilities of more able children can be challenged
- this type of integrated approach shows the child how mathematics is useful throughout the curriculum
- it is a socially interactive activity, which allows every child to undertake responsibility. Observers and recorders play an equal role in the activity
- it offers an opportunity to revise aspects of many of the strands and to assess progress in an integrated manner.
Organising a mathematical trail
The teacher plays a vital role in organising a trail. The topic and venue will have to be selected and decisions made about how the task will be presented.
- will presentation of the assignment to the children be written or pictorial?
- will the bulk of the recording be done while on the trail or in the classroom?
- a decision must be made whether the trail is more suitable for the whole class or a section of the class
- parents, classroom assistants or senior children can be enlisted as helpers
- equipment must be organised in advance
- the time allocation must be clearly defined
- the aim and purpose of the exercise should be explained to the children and follow-up activities organised.
Pre-trail work
The proposed route, rules of behaviour and co-operation should be discussed with the children. They must also consider the country code, road safety and respect for people and property. The children need to understand clearly the purpose of the exercise. If the trail is to include a shopping centre or public venue it is often advisable to contact someone in authority in advance to avoid possible difficulties. The teacher must set a starting and finishing time and set a time limit for the completion of each stage. He/she must give clear instructions on how to record results and ensure that all children are actively involved.
Follow-up work
- complete the recording and integration work
- display work where possible and discuss the results
- discuss with the children what they have achieved, what they enjoyed most and how they could improve a future trail.
Extension work
Children can devise their own trail. It could be based inside or outside the school. A trail on their own street could be devised and completed as homework. Senior children could design a trail for junior classes or a tourist trail around their own locality.
EXEMPLAR 1 - Trail: Delivery of the post
EXEMPLAR 2 - Length: mathematical topic illustrating linkage
EXEMPLAR 3 - A thematic approach to mathematics: The Olympic Games