Phase explanation: The final phase provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide evidence for changes to their understanding, beliefs and skills. The students' learning are compared to the initial goal as presented in the Engage phase.


For both grades a debriefing was held about the whole experience. A summary of the feedback common to both grades were:

  • The unit presented a engaging way to teach the purpose and skills of mapping, student motivation was high throughout. Although it was a 'classroom' activity, it had 'real-world' connections.
  • The underlying concepts and benefits of mapping was explored rather than just how to use grid coordinates. The purpose of the map as an artefact that requires a degree of accuracy, as well as conventions that are understood by all users, became apparent to the students.
  • It was a rich activity in that it brought out a lot of additional skills in mathematics, geography and social skills.
  • Student coorperation and working together in pairs and groups was a significant outcome. Cooperation and shared understanding of the task was essential to a group's overall success. The group strategies that worked most efficiently were ones that engaged the whole group in the task.

Further reflections

Repeating the unit with Grade 2 children was an attempt to address some of the shortfalls of the initial unit. Finding remote-control cars that were both nimble and small and still cheap enough has proved to be a challenge. Hence the swap to the magnets (borrowed from a magnetic kit the Prep grades use), constructing a track on a larger grid so that a larger car can be used, and the culmination of making a track on the school oval for the children to run around. These changes all seemed to work very well, especially considering that the unit was taught with young children.

The car used for Grade 2 were bought at a newsagency for around $10.00. Buying more than one is unneccessary as the cheaper cars all operate on the same radio frequency. This means that if two cars are switched on, they will both respond to the same controller.

We believe that Race Track Maths is a very adaptable unit - able to be taught effectively for young children right up to senior secondary grades. Similarly the mapping skills do not need to be confined to race tracks. Similar outcomes will be taught effectively with other structures, such as making and then mapping a treasure island or small village.

Please have a go at teaching Race Track Maths in your class. When you do start a new page on this wiki and tell us about it.

Calvin Tromp and Rob Davis.