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Kaur, B. (1992). Attitudinal outcomes from environmental activities. In Toh, K. A. (Ed.), Curriculum research and practice: Cauldron or crucible - Proceedings of the Sixth Annual Conference of the Educational Research Association, 185 - 190.
Mathematics trails may be seen as field work activities in mathematics both for primary and secondary school pupils. A mathematics trail is just like a nature trail or a fitness trail. Along a predetermined route the participant stops at a number of stops to attempt mathematical questions or challenges relating to the immediate area.

The concept of producing mathematics trails has been explored as a way of developing an appreciation and enjoyment of mathematics in everyday settings and popularising mathematics among children, their teachers and parents. Despite this somewhat limited initial ambition mathematics trails seem to have created the beginning of a new philosophy and methodology for extending the teaching and learning of mathematics beyond the bounds of the classroom.

In Singapore a number of mathematics trails have been designed to date by the author, inset and preservice teachers for various purposes. This paper will share with conference participants the attitudinal outcomes from such environmental activities.

The author feels that mathematics trails can be both fun and stimulating. Mathematics trails also provide pupils an opportunity to use the environment to study mathematics or use mathematics to learn about the environment or use mathematics for the environment.
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