The design and development of a resource pack for an outdoor Mathematics trail for Year 10

Abstract

The aim of this dissertation is to design and develop an outdoor mathematics trail resource for students in Year 10 at SEC Level 3-3*(Ext). A mathematics trail is an organized route which gives students a first-hand experience to apply mathematical knowledge in a way that is real and hands on. The location chosen for this trail is Birgu as it offers several mathematically rich sites that are also safe for students to access. Other aspects, such as the historical element, give students a cross-curricular experience. The trail consists of several tasks covering various mathematical topics where students can investigate, conjecture, estimate, measure, and calculate. Teachers can use this resource to stimulate students’ appreciation towards the utilitarian, aesthetic, and communication aspects of mathematics in an outdoor setup. In addition, the resource can also be used as one of the coursework assignments (or schoolbased assessment) in the new Mathematics SEC Syllabus 2025. The resource consists of two packs – a student’s pack and a teacher’s pack. The difference between these two packs is mainly that the teacher’s pack also includes a teacher’s guide, the expected working and answer of each task. It also includes additional information related to each station such as the Learning Outcomes, ideas for preparatory work, and difficulties students may encounter whilst carrying out the task. The instructional design of the resource is based on Gagne’s theory of instruction, whereas Pettersson’s and Smaldino’s principles provide guidelines for the process activities and information design. Suggestions for further research, namely on digital mathematical trails and gamification of mathematical trails, are provided in the concluding chapter.