An Exploration of the Potential for Mathematical Experiences in Informal Learning Environments

As young learners develop understanding of concepts in mathematics, formal learning environments tend to focus on providing isolated instruction, with limited opportunities for learning experiences that help them make connections. Informal learning environments might thus play a significant role in providing mathematical learning experiences that complement formal classroom experiences for young learners. This study was organized to determine the potential for mathematical experiences through an examination of existing informal learning opportunities and to ascertain a general perspective of the value of mathematical thinking in informal learning environments from current informal educators. This study served as exploratory research conducted to provide more information about the current evidence of math learning in informal settings. Data were collected and organized from observations at 3 local informal learning sites, interviews with leading museum educators in the region, and a written survey completed by museum educators across the nation. The findings reveal that parents/families play a critical role and the potential for mathematics in current exhibits is not emphasized.