Promoting Mathematical Knowledge and Skills in a Mathematical Classroom Using a Gallery Walk

Autor/inn/en	Vale, Isabel; Barbosa, Ana
Titel	Promoting Mathematical Knowledge and Skills in a Mathematical Classroom Using a Gallery Walk
Quelle	In: International Journal of Research in Education and Science, 7 (2021) 4, S.1211-1225 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vale, Isabel) ORCID (Barbosa, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Teaching Methods; Mathematics Instruction; Mathematics Skills; Preservice Teacher Education; Teacher Education Programs; Elementary School Teachers; Problem Solving; Learning Strategies; Cooperative Learning; Skill Development; Visual Arts; Exhibits; Learning Activities + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Optische Gestaltung; Lernaktivität
Abstract	The aim of this paper is to share part of an ongoing study in which we are interested in introducing a Gallery Walk (GW) as an instructional strategy to contemplate in the classroom, in the context of preservice teacher training for elementary education (6-12 years old), to promote students' mathematical knowledge and skills, through problem solving abilities. In this study we intend, in particular, to identify the strategies used by students when solving challenging tasks with multiple approaches, using a GW, as well as characterize their reaction during their engagement in the GW as a teaching and learning strategy. A qualitative and interpretive study, with an exploratory approach, was adopted and the collected data included classroom observations and written productions. The results allowed to identify the strategies used by the participants and to verify the potential of the GW in the quality of the written productions and discussions, which proved to be more effective than in more traditional discussions, allowing to increase the repertoire of solving strategies of each student and communication and collaborative skills; it had a positive effect on the participants' achievements and it was an enjoyable and rewarding experience for all of them. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01