Most knowledge that we can acquire through discovery and investigation has been already known by the nature around us. It has the secrets long before we discover patterns, rhythm and calculations. This study was intended in exploring the unique way of teaching Mathematics through nature. Five individuals from different discipline of study accepted the seven-day challenge of teaching pre-school learners on a one-on-one basis while observing Philippine Enhanced Community Quarantine in the fight against COVID-19. The lessons are nursery number sense which includes Counting 1-10, Days of the Week, Months of the Year, Ordinal Numbers, Counting 11-20, and The Time and Clock. Pre-and post-assessment of numeracy skills were recorded using observable competency tallied with literal descriptions ? A for mastered, B for developing, and C for beginning. Alongside teaching, online conferencing was conducted for a qualitative interview with the teacher-participants. Questions revolved around teaching mathematics using nature as springboard. Responses were put into transcription, coded, thematically analyzed and discussed in the light of sound principles in teaching and learning. After the seven-day challenge, it was found out that teaching using naturalist approach led to the increase in numeracy skills of pre-school learners. Six themes were developed based on common experience of the teacher-participants. Teaching Mathematics through nature was capsuled in the concepts of familiarity, practicality and affectivity. Nature?s aid in understanding Mathematics is due to interaction, imagination and concrete notion. Learners? response to nature discussion was characterized into expressiveness, attentiveness and inquisitiveness. The features of nature that makes it a feasible springboard are calming, universal fitting and awe inspiring. Nature?s similarities to Mathematics are complex sense, obedience and cadence, while the Mathematics of protecting nature can be observed in valuing, balancing and growing aspects. Recommendations to school heads, community and curriculum developers were laid down near the end of the study.

Mathematics

Nature

Pedagogy