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  • 1.
    Berg, Märta
    et al.
    Naturskyddsföreningen, Stockholm.
    Fägerstam, Emilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Utvärdering. Skogen som klassrum: Utvärdering av projektet 2009-20122013Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Följande rapport är en utvärdering av projekt Skogen som klassrum som har bedrivits gemensamt av Naturskyddsföreningen och Naturskoleföreningen under 2009-2012. Projektet har bestått av en fortbildning i utomhuspedagogik för pedagoger kallad Skogen som klassrum samt aktiviteter på lokal, regional och nationell nivå för att uppmärksamma värdet av undervisning i skogen och behovet av att tillgängliggöra och bevara skogar nära skolor och bostäder.

    Projektet har lyft frågor och startat processer som har förbättrat förutsättningarna för att tusentals lärare och elever ska ha möjlighet att vistas i och lära känna skogen under skoltid. Utvärderingen visar att även en förhållandevis kort fortbildning som Skogen som klassrum bidrar till en utökad och fördjupad undervisning i naturen. Samtidigt kan fortbildningens upplägg med undervisning i och om närliggande skogsområden ha en positiv inverkan på lärarnas möjlighet att uppfylla målen i skolans styrdokument. En fortbildning som Skogen som klassrum kan på detta sätt vara en viktig del i arbetet för lärande för hållbar utveckling.

    Det finns ett stort intresse för en fortsättning av projektet. Många aktörer inomSkogen som klassrum uttrycker att projektet har varit lärorikt och roligt och man ser det positiva i att integrera frågor kring skogens biologiska och sociala värden med skogens möjligheter som pedagogisk resurs i olika skolämnen. För att undervisning i naturen ska bli en naturlig del av skolans verksamhet i alla Sveriges kommuner krävs fortsatt arbete för att myndigheter och politiker ska ge stöd till utomhuspedagogisk verksamhet. Dessutom måste naturområden nära skolor bevaras och göras lättillgängliga. I längden kan undervisning i naturen leda till ett ökat intresse för växter och djur och att vara ute i naturen på fritiden. Detta kan i sin tur leda vidare till ett ökat intresse för att bevara natur och ett engagemang för samhällets hållbara utveckling.

  • 2.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Att vidga klassrummet - högstadielärares uppfattningar om pedagogiska möjligheter med den skolnära utomhusmiljön2011Conference paper (Other academic)
  • 3.
    Fägerstam, Emilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Barn, hund och natur - i ett pedagogiskt perspektiv2016Report (Other academic)
    Abstract [sv]

    Projektgruppen, bestående av klasslärare, skolbibliotekarie, hundförare samt naturpedagog presenterade projektet för klassen i början av vårterminen 2015. En presentation av projektet gjordes även på ett föräldramöte. En riskbedömning gjordes av projektgruppen (kring elevernas interaktion med hundarna, allergier, rädslor etcetera).

    Innan lektionerna/aktiviteterna i parken påbörjades fick eleverna skriva vad de visste om hundar och vad de ville lära sig mer om. De ställde frågor om hundarna som de sedan fick besvarade under arbetet tillsammans med skolbibliotekarien. Då fick de också arbeta med hur de själva hittar svar på sina frågor via dator, böcker, uppslagsverk samt diskutera källkritik. Eleverna delades in i grupper om tre och arbetade en grupp åt gången hos skolbibliotekarien. Bibliotekarien hade boksamtal med eleverna utifrån gruppernas läsnivå. I klassen med läraren fick eleverna läsa texter om hundar i läsläxa. Utifrån dessa texter fick de sedan skriva egna faktatexter om de olika hundraserna som de redovisade för varandra. Eleverna fick även ta med gosedjur och sköta dem som om de var hundar. Inför alla utelektioner förberedde läraren eleverna och efterarbetade alltid med dem utifrån innehållet och temat för varje veckas utelektion. På så sätt knöts utelektionerna ihop med det löpande arbetet i klassen.

    Syftet med projektet var att variera och utvidga sättet att lära samt att öka lusten att lära. Eleverna gavs kontinuerliga möjligheter att koppla samman olika traditionella ämnesområden samt gavs även möjligheter att träna flera andra förmågor som empati, samarbete, koncentration och begreppsförståelse. Syftet med att arbeta med hund var att ge eleverna möjlighet att ta hjälp av hunden för att förbättra sin egen inlärning genom ökad motivation och lust att lära.

  • 4.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Bush walking in Sydney - children's sense of place in nature in an urban multicultural context.2011Conference paper (Other academic)
  • 5.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Children and Young People’s Experience of the Natural World: Teachers’ Perceptions and Observations2012In: Australian Journal of Environmental Education, ISSN 0814-0626, Vol. 28, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This study explores the observations and perceptions of environmental ed ucation centre officers and teachers regarding children’s experiences with  nature. The study also explores the officers’ and teachers’ perceptions of the potential of using nature experiences in environmental education. A thematic analysis of data from interviews with 13 officers and 8 high school teachers in Sydney, Australia, revealed a widely held perception that children and young people have limited experience with natural set tings in nature reserves and national parks. The interviewees suggested that although their students were interested in learning in natural set tings, many were uncomfortable, afraid, and only had a vicarious under standing of Australian ecology, flora and fauna. The participants’ view of the potential of nature experiences was twofold: nature experiences were fundamental for developing a connection with nature and establishing environmental concern, and experiences in nature facilitated ecological knowle ge, which was considered to be a component of understanding and developing place identity in the Australian environment.

  • 6.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Children's natural sense of place  - in an urban multicultural context2011Conference paper (Other academic)
  • 7.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences. Department of Education, Macquarie University, Australia.
    High school teachers' experience of the educational potential of outdoor teaching and learning2013In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 14, no 1, p. 56-81Article in journal (Refereed)
    Abstract [en]

    This is a longitudinal case study where teachers from different disciplines were interviewed before and after an outdoor teaching project in a Swedish junior high school. The school grounds were used regularly as an area for teaching and learning in different subjects. The purpose of this study was to explore how teachers from different disciplines experienced regular school-based outdoor teaching and learning. The study also aimed at comparing the teachers' perceptions of outdoor teaching and learning before and after the one-year project. Thematic analysis was used to analyse the interviews. Teachers' perceptions of the educational potential of outdoor teaching included increased motivation, communication and participation among students. Another perception was that the shared experiences in the outdoor environment could become a valuable starting point for subsequent indoor learning and that outdoor teaching could expand upon and strengthen indoor teaching. Challenges with outdoor education were also perceived, such as the fact that the students needed time to adjust to the new learning environment.

  • 8.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Learning biology and mathematics outdoors - effects and attitudes in a Swedish high school context.2011In: Nordiskt forskarsymposium om undervisning i naturvetenskap:naturvetenskap som kunskap och kultur: 14-16 juni 2011 i Linköping, Linköping: Linköping University Electronic Press, 2011Conference paper (Other academic)
  • 9.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Outdoor environmental education and sense of place in Sydney-theacher's view of their relationship2010In: Book of Abstracts: Biology Education for Social and Sustainable Development / [ed] CH Diong & Mijung Kim, National Institute of Educatio, Nanyang Technological University, 2010, p. 34-35Conference paper (Other academic)
    Abstract [en]

    Today we live in a global world and an interesting concern is what this means for our relation to local places where we live our daily life. In what way does schooling contribute to students’ development of a sense of place? What role does encounters with nature play in environmental education/education for sustainability? This paper addresses how Environmental Education Centre (EEC) officers and science high school teachers in Sydney view the relationship between outdoor environmental education and students’ development of a sense of place. Examining the EEC officers’ and teachers’ own associations with having a sense of place was also an objective of this study. Semi-structured interviews with thirteen EEC officers and eight science high school teachers revealed that sense of place can be viewed as familiarity with the local environment but also as part of a social-ecological system in a broader sense. Outdoor environmental education was considered important in many ways. Sydney is a multicultural society with immigrant students from all over the world and encounters with nature was regarded important as a way to increase Australian, and particularly immigrant students’ understanding of the social-ecological systems they are part of. Fear for nature was common among students and encounters with nature were believed to install positive feelings for nature and to implement a responsible sustainable behaviour. A democratic aspect was the EECs’ contributions to give all students opportunity to experience natural as well as urban places of importance and in that way increase a sense of place for Sydney.

  • 10.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Space and Place: Perspectives on outdoor teaching and learning2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis aims to explore teachers’ and students’ experience and perception of outdoor teaching and learning. Further, it aims to explore influences of outdoor teaching on academic performance in biology and mathematics. The contexts for the thesis are a Swedish high school and Australian environmental education centres. The empirical material comprises student and teacher interviews, and questionnaires and tests answered by students. Theoretical frames of reference are theory of place and three dimensions of learning: content, social and emotional dimensions of learning. The results reveal that the extended physical space had the potential to improve social relations and increase participation, collaboration and on-task communication. However, teachers witnessed a period of up to three months before the students adjusted to outdoor teaching. During that time disciplinary issues were a concern. Teaches’ perceptions were that experience of specific places such as local natural environment was fundamental to forming a sense of belonging and environmental concern. However, teachers described children and students as unfamiliar with local natural environments. Teacher’s perceptions were that media provides knowledge about nature rather than direct experience and children and students were often uncomfortable or afraid in nature. Mathematics followed by language education were the subjects most regularly taught outdoors. Two studies compared classroom education with partly outdoor education in biology and mathematics. Results reveal that students’ performance was equally good, or more developed as a consequence of outdoor teaching. An overarching conclusion is that the possibility to appeal to cognitive, social and emotional dimensions of learning all at the same time has the potential to concretize and broaden the often theoretical approach of high school education, and to contribute to long term episodic memories and a desire to learn.

    List of papers
    1. Children and Young People’s Experience of the Natural World: Teachers’ Perceptions and Observations
    Open this publication in new window or tab >>Children and Young People’s Experience of the Natural World: Teachers’ Perceptions and Observations
    2012 (English)In: Australian Journal of Environmental Education, ISSN 0814-0626, Vol. 28, no 1, p. 1-16Article in journal (Refereed) Published
    Abstract [en]

    This study explores the observations and perceptions of environmental ed ucation centre officers and teachers regarding children’s experiences with  nature. The study also explores the officers’ and teachers’ perceptions of the potential of using nature experiences in environmental education. A thematic analysis of data from interviews with 13 officers and 8 high school teachers in Sydney, Australia, revealed a widely held perception that children and young people have limited experience with natural set tings in nature reserves and national parks. The interviewees suggested that although their students were interested in learning in natural set tings, many were uncomfortable, afraid, and only had a vicarious under standing of Australian ecology, flora and fauna. The participants’ view of the potential of nature experiences was twofold: nature experiences were fundamental for developing a connection with nature and establishing environmental concern, and experiences in nature facilitated ecological knowle ge, which was considered to be a component of understanding and developing place identity in the Australian environment.

    Place, publisher, year, edition, pages
    Cambridge: Cambridge University Press, 2012
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-81316 (URN)10.1017/aee.2012.2 (DOI)
    Available from: 2012-09-11 Created: 2012-09-11 Last updated: 2012-09-11Bibliographically approved
    2. Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context
    Open this publication in new window or tab >>Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context
    2013 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 13, no 1, p. 56-75Article in journal (Refereed) Published
    Abstract [en]

    This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in ecology or diversity of life, had several lessons outdoors and the other half were taught indoors. All of the classes, but one, also had mathematics lessons outdoors once a week. Twenty-one pupils were interviewed five months after the course and all were positive towards the new learning environment they had experienced outdoors in biology and/or mathematics. They also valued the higher degree of interaction among the pupils. Other findings from the interviews were that the pupils from the outdoor classes showed a higher degree of long-term knowledge retention. They remembered both activities and contents better than the pupils in the indoor classes. An essay-type question assessing their biological understanding qualitatively according to the Structure of Observed Learning Outcome taxonomy revealed no differences between the groups. The results are discussed in the light of neurocognitive models of long-term memory.

    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-78461 (URN)10.1080/14729679.2011.647432 (DOI)
    Available from: 2012-06-12 Created: 2012-06-12 Last updated: 2017-12-07Bibliographically approved
    3. High school teachers' experience of the educational potential of outdoor teaching and learning
    Open this publication in new window or tab >>High school teachers' experience of the educational potential of outdoor teaching and learning
    2013 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 14, no 1, p. 56-81Article in journal (Refereed) Published
    Abstract [en]

    This is a longitudinal case study where teachers from different disciplines were interviewed before and after an outdoor teaching project in a Swedish junior high school. The school grounds were used regularly as an area for teaching and learning in different subjects. The purpose of this study was to explore how teachers from different disciplines experienced regular school-based outdoor teaching and learning. The study also aimed at comparing the teachers' perceptions of outdoor teaching and learning before and after the one-year project. Thematic analysis was used to analyse the interviews. Teachers' perceptions of the educational potential of outdoor teaching included increased motivation, communication and participation among students. Another perception was that the shared experiences in the outdoor environment could become a valuable starting point for subsequent indoor learning and that outdoor teaching could expand upon and strengthen indoor teaching. Challenges with outdoor education were also perceived, such as the fact that the students needed time to adjust to the new learning environment.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2013
    Keywords
    Outdoor learning, high school, school grounds, teachers´ experiences
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-81317 (URN)10.1080/14729679.2013.769887 (DOI)
    Available from: 2012-09-11 Created: 2012-09-11 Last updated: 2017-12-07Bibliographically approved
    4. Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills
    Open this publication in new window or tab >>Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills
    2012 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 42, no 4, p. 419-431Article in journal (Refereed) Published
    Abstract [en]

    This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire before and after a 10 weeks unit in arithmetic. Findings suggest differences in changes in academic performance between the groups in favour of the outdoor group and no significant changes in self-regulation skills, apart from a decrease in intrinsic motivation in the traditional group.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2012
    Keywords
    mathematics, outdoor learning, artimetic skills, self-regulation skills, high school
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-79849 (URN)10.1080/03004279.2012.713374 (DOI)
    Available from: 2012-08-14 Created: 2012-08-14 Last updated: 2017-12-07Bibliographically approved
  • 11.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Teachers' view on the relationship between outdoor environmental education and a sense of place2012In: Biology education for social and sustainable development / [ed] Mijung Kim, C. H. Diong, Rotterdam: Sense Publishers, 2012, p. 317-324Chapter in book (Other academic)
    Abstract [en]

       In an era of globalization and urbanization, various social, economic, and environmental challenges surround advances in modern biological sciences. Considering how biological knowledge and practice are intrinsically related to building a sustainable relationship between nature and human society, the roles of biology education need to be rethought to respond to issues and changes to life in this biocentury. This book is a compilation of selected papers from the Twenty Third Biennial Conference of the Asian Association for Biology Education 2010. The title, Biology Education for Social and Sustainable Development, demonstrates how rethinking and reconstruction of biology education in the Asia-Pacific region are increasingly grounded in deep understandings of what counts as valuable local knowledge, practices, culture, and ideologies for national and global issues, and education for sustainable development. The 42 papers by eminent science educators from Australia, China, Philippines, Singapore, Taiwan, and the U.S., represent a diversity of views, understandings, and practices in biology education for sustainable development from school to university in diverse education systems and social-cultural settings in the Asia-Pacific region and beyond. The book is an invaluable resource and essential reference for researchers and educators on Asian perspectives and practices on biology education for social and sustainable development.

  • 12.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Teacher's view on the relationship between outdoor environmental education and a sense of place2012In: Biology education for social and sustainable development / [ed] Mijung Kim and C H Diong, Rotterdam: Sense Publishers, 2012, p. 317-324Chapter in book (Other academic)
    Abstract [en]

       In an era of globalization and urbanization, various social, economic, and environmental challenges surround advances in modern biological sciences. Considering how biological knowledge and practice are intrinsically related to building a sustainable relationship between nature and human society, the roles of biology education need to be rethought to respond to issues and changes to life in this biocentury. This book is a compilation of selected papers from the Twenty Third Biennial Conference of the Asian Association for Biology Education 2010. The title, Biology Education for Social and Sustainable Development, demonstrates how rethinking and reconstruction of biology education in the Asia-Pacific region are increasingly grounded in deep understandings of what counts as valuable local knowledge, practices, culture, and ideologies for national and global issues, and education for sustainable development. The 42 papers by eminent science educators from Australia, China, Philippines, Singapore, Taiwan, and the U.S., represent a diversity of views, understandings, and practices in biology education for sustainable development from school to university in diverse education systems and social-cultural settings in the Asia-Pacific region and beyond. The book is an invaluable resource and essential reference for researchers and educators on Asian perspectives and practices on biology education for social and sustainable development.

  • 13.
    Fägerstam, Emilia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences. Macquarie University , Australia.
    Blom, Jonas
    Teacher, Växjö, Sweden.
    Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context2013In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 13, no 1, p. 56-75Article in journal (Refereed)
    Abstract [en]

    This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in ecology or diversity of life, had several lessons outdoors and the other half were taught indoors. All of the classes, but one, also had mathematics lessons outdoors once a week. Twenty-one pupils were interviewed five months after the course and all were positive towards the new learning environment they had experienced outdoors in biology and/or mathematics. They also valued the higher degree of interaction among the pupils. Other findings from the interviews were that the pupils from the outdoor classes showed a higher degree of long-term knowledge retention. They remembered both activities and contents better than the pupils in the indoor classes. An essay-type question assessing their biological understanding qualitatively according to the Structure of Observed Learning Outcome taxonomy revealed no differences between the groups. The results are discussed in the light of neurocognitive models of long-term memory.

  • 14.
    Fägerstam, Emilia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grothérus, Annika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Secondary school students' experience of outdoor learning: A Swedish case study2018In: Education, ISSN 0013-1172, Education, ISSN 0013-1172, Vol. 138, no 4, p. 378-392Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore lower secondary school students’ experiences of using the school grounds as a learning environment. School grounds were used on a regular basis during two to three years, mainly in mathematics and German as a third language. Fourteen students were interviewed about their experiences. The way outdoor learning was implemented facilitated student-centred and cooperative learning, which was considered positive in terms of academic as well as emotional dimensions. Perceptions regarding on-task orientation were more varied, and included experiences of increased as well as decreased on-task orientation. Teachers’ control could be poorer outdoors, resulting in a negative influence on on-task orientation. This study contributes to previous research on outdoor learning by focusing on regular school-based outdoor learning in a secondary school context.

  • 15.
    Fägerstam, Emilia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills2012In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 42, no 4, p. 419-431Article in journal (Refereed)
    Abstract [en]

    This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire before and after a 10 weeks unit in arithmetic. Findings suggest differences in changes in academic performance between the groups in favour of the outdoor group and no significant changes in self-regulation skills, apart from a decrease in intrinsic motivation in the traditional group.

  • 16.
    Grothérus, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Impact of long-term regular outdoor learning in mathematics–Tha case of John2017In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5,2017). Dublin, Ireland: DCU Institute of Education and ERME. / [ed] Thérèse Dooley and Ghislaine Gueudet, Dublin: Institute of Education, Dublin City University, Ireland , and ERME , 2017, p. 1074-1081Conference paper (Other academic)
    Abstract [en]

    This paper reports on a longitudinal study investigating lower secondary students experiences of outdoor learning in mathematics on a regular basis and its impact on self-regulation skills and mathematics proficiency. The results are presented in form of a case: the case of John. The findings emphasise the positive outcomes of a closer connection between school and out-of-school experiences indicating reduced mathematics related stress and anxiety, changed self-concept, and enhanced mathematical proficiency.

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