Abstract:

Out-of-school education means all educational activities in the schoolyard, around the school or outside the school (Kaymakçı & Ürey, 2020). This study aims to reveal the out-of-school learning environments used in mathematics lessons and the views of mathematics teachers about the teaching activities carried out in these learning environments. The case study, one of the qualitative research methods, was used in the purpose-oriented study conducted for the subject concerned to be studied in detail. Twelve mathematics teachers employed in secondary schools affiliated to the Ministry of National Education and selected on a voluntary basis participated in the study conducted in the fall semester of the 2020-2021 academic year. During the Covid-19 pandemic process, a suitable/easily accessible sampling method was chosen in order to continue the research under suitable conditions. In the study, a semi-structured interview form consisting of open-ended questions and developed by the researchers in order to obtain data about out-of-school learning environments used in mathematics lesson was used as a data collection tool. The data obtained from the interviews were subjected to content analysis. The data obtained from the research indicated that teachers used out-of-school learning environments quite often and out-of-school learning environments most frequently used were historical and cultural places, environment and land, shopping centers. Based on the data obtained, it was also observed that the most common problem they encountered in using out-of-school learning environments was the permission procedures and the difficulty of controlling students outside the classroom. Teachers made recommendations for the opportunities for leave to be improved and guidelines on out-of-school education to be published.

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