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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.

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