At EM Tuition, we know that no two learners are the same. Our tutors use personalised teaching approaches, including outdoor maths learning where appropriate, to help learners overcome barriers and build confidence. In this guest blog, EM Tuition tutor Dr Mike Dennison shares how one outdoor maths learning experience transformed the way a learner understood geometry.
Every learner approaches mathematics differently.
For Dr Mike Dennison, there came a point where another worksheet simply wasn’t going to help.
Together, Mike and his learner had been working on geometry, exploring shapes and their associated circumference, perimeter and area. Rather than introducing large amounts of information in a single lesson, Mike revisits topics over several sessions, allowing time for learning to develop and helping him identify where additional support may be needed.
Reflecting on his approach, Mike explains:
“Due to my learner’s needs, I tend to initially introduce a subject area and then revisit it on further occasions to embed learning. This graduated process allows me to assess how learning is progressing, rather than provide masses of technical information in one hit, and enables me to target areas where a new, or different, approach is required.”
As the sessions progressed, Mike realised his learner understood the calculations but found it difficult to visualise three-dimensional concepts from two-dimensional diagrams on paper.
Rather than repeating the same explanation, he decided to change the learning environment altogether.
Teaching Geometry Through Outdoor Maths Learning
Mike suggested that he, the learner and her mum visit a nearby historic garden, a beautifully maintained site cared for by the local authority.
At its heart sits a stunning Tudor-era walled garden, with formal parterres, landscaped pathways, historic features and countless geometric shapes waiting to be explored.
The Tudor Garden That Became a Classroom
The location wasn’t chosen simply because it was beautiful.
“This venue is close to the learner’s home. I am familiar with it, and knew the garden housed a variety of geometric shapes.”
Mike also knew this learner responded particularly well to visual and practical learning experiences.
“My learner was excited at the prospect of getting out and touching the world.”
Swapping Worksheets for Tape Measures
A few days later, they arrived with tape measures in hand. The learner had even brought along her own large retractable tape measure, ready for the challenge ahead. Together they explored the Tudor garden through mathematics.
The circular pond became an exercise in circumference.
The striking eight-pointed star fountain, complete with its four Green Man spouting faces, became an opportunity to explore geometry.
An ancient oak viewing platform overlooking the gardens provided another measurement challenge, while the surrounding garden walls and beautifully planted parterres offered yet more shapes to investigate.
Throughout the visit, the learner carefully recorded every measurement in her notebook.
As confidence grew, so did ambition. Before long, she was eyeing one of the enormous barn doors.
“Could we measure that?”
After a moment’s consideration, she laughed and admitted it was probably “just a little too big”, even for her tape measure.
For Mike, moments like these are all part of successful tutoring.
“Managing expectations is key to having a fun, safe and educational visit to any venue.”
From Real-World Measurements to Mathematical Understanding
With pages of measurements safely recorded, they headed to the adjoining visitor centre café. There, surrounded by everything they had just explored, the learner successfully calculated the circumference, perimeter and area of the features she had measured herself.
The mathematics suddenly had context.
The pond was no longer just a circle on a worksheet.
The platform was no longer a diagram.
The garden walls were no longer imaginary lines.
They had become places she had walked around, measured and understood.
Then came an unexpected moment.
While calculating the circumference of the pond, the learner became fascinated by Pi.
Mike recalls:
“Pi is an irrational number, meaning it never ends, and she decided to learn it to more than 20 decimal places, partly because NASA only goes to 14 decimal places in their calculations and she liked the idea of ‘beating’ NASA at something.”
It’s a wonderful reminder that curiosity often develops naturally when learning becomes meaningful.
Why Outdoor Maths Learning Worked
Looking back, Mike believes the success of the session came from thoughtful planning rather than simply taking learning outdoors.
“We are both enthusiastic about being outdoors, it was a lovely late spring day, it wasn’t very busy and we had both been there before with our families, so no surprises. Getting the fundamentals right ensures that the learner can focus on what we are there to accomplish rather than getting distracted by novelty.”
By creating a calm, familiar environment and adapting the lesson to suit the learner’s needs, abstract mathematical concepts became practical, engaging and memorable.
Reflections on Personalised Tutoring
For Mike, effective tutoring starts with understanding the learner.
Recognising when a learner is disengaging, and having the confidence to adapt your teaching, can make all the difference.
“Look out for areas that they are not engaging with, as this may be a signal that they are perhaps embarrassed that they haven’t understood what has been taught, even after several runs at it. This can become a barrier to learning and will require a rethink to get them over the learning hurdle.”
He also encourages tutors to remain flexible, particularly when supporting learners with SEND.
“SEND learners can quickly become overwhelmed when trying new things, so tutors must remain flexible. It is quite possible that you aren’t able to cover everything in your plan and you may suggest a repeat visit at another time. What is crucial is that the learner, and any carers with you, remember it as a good day that they can share and tag onto their broader learning framework.”
Personalised Learning Beyond the Classroom
The afternoon in the Tudor garden lasted only a few hours. The learning has lasted much longer.
Months later, Mike and his learner still refer back to the round pond, the raised platform and the garden walls whenever shapes and dimensions arise in their tutoring sessions. Those places have become familiar reference points, helping mathematical concepts come to life long after the visit itself.
Reflecting on the experience, Mike says:
“This visit was not only wonderful for its stunning timeless beauty, but it was also a memorable learning experience for us both.”
Mike’s story is a wonderful example of what personalised tutoring can achieve. By recognising when a learner needed a different approach and adapting the learning environment, he transformed a challenging maths topic into an experience that was engaging, memorable and meaningful.
At EM Tuition, our tutors tailor every session to the individual learner, using creativity, flexibility and evidence-informed teaching approaches to build confidence, overcome barriers to learning and help every young person reach their full potential.
A Tutor’s Story by Dr Mike Dennison, EM Tuition Tutor & Mentor
At EM Tuition, the focus is simple: understanding the learner first, and building everything else around that. If you would like to explore how personalised, one-to-one support can help autistic learners feel more confident and engaged, we would be happy to speak with you. Get in touch