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UBC Theses and Dissertations
Teaching and learning mathematics using Wall Math in a grade 1 classroom Bateson, D. Lynne
Abstract
This study explored students' interactions with a primary mathematics programme, Wall Math, as it operated in a single Grade 1 classroom. The programme, based on constructivist principles, as exemplified by Cognitively Guided Instruction, and conforming to both the British Columbia Ministry of Education's instructional resources package for Kindergarten to Grade 7 and the National Council of Teachers of Mathematics' standards, employs a structured set of questions which are posted on a wall of the classroom for students to work on over several class periods. The programme is designed to provide students with meaningful learning opportunities for the intended learning outcomes of the primary programme, while also providing constant review and repetition of important skills. In addition, the programme provides students with opportunities to develop personally and socially as they interact with their teacher and fellow students. This study followed primarily six Grade 1 students (three boys and three girls of varying mathematical abilities: high, average, and low) through a series of five sets ("boards") of problems over a period of approximately three months. A narrative style is used to illustrate how the students dealt with both new and review material, and how the students interacted with the questions, their teacher, and each other.
Item Metadata
Title |
Teaching and learning mathematics using Wall Math in a grade 1 classroom
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1998
|
Description |
This study explored students' interactions with a primary mathematics
programme, Wall Math, as it operated in a single Grade 1 classroom. The
programme, based on constructivist principles, as exemplified by Cognitively
Guided Instruction, and conforming to both the British Columbia Ministry of
Education's instructional resources package for Kindergarten to Grade 7 and
the National Council of Teachers of Mathematics' standards, employs a
structured set of questions which are posted on a wall of the classroom for
students to work on over several class periods. The programme is designed to
provide students with meaningful learning opportunities for the intended
learning outcomes of the primary programme, while also providing constant
review and repetition of important skills. In addition, the programme provides
students with opportunities to develop personally and socially as they interact
with their teacher and fellow students. This study followed primarily six
Grade 1 students (three boys and three girls of varying mathematical abilities:
high, average, and low) through a series of five sets ("boards") of problems
over a period of approximately three months. A narrative style is used to
illustrate how the students dealt with both new and review material, and how
the students interacted with the questions, their teacher, and each other.
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Extent |
11302670 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-05-20
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054912
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1998-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.