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Dissertation/Thesis Abstract

Students’ Perception of Their Learning Using Word Walls in Secondary Mathematic Classroom
by Druse, Mavis I., M.Ed., Minot State University, 2019, 49; 22620155
Abstract (Summary)

Mathematics continuously builds on previous concepts and vocabulary. But students struggle with vocabulary that has been introduced and expanded on throughout elementary and secondary mathematics. Students also struggle to recall mathematics vocabulary definitions which makes it difficult to recognize, apply, or communicate the concepts. Mathematic success without that understanding of the vocabulary is difficult because students struggle to connect Procedural and Conceptual mathematics. My goal is to identify students’ perceptions of their learning using an interactive word wall in a secondary math classroom to improve students’ connection between the procedural and conceptual mathematics. This study surveyed students’ perception of interactive word walls in secondary mathematics. The data collected during surveys and interviews were collected from five seventh grade mathematic classrooms: basic, regular, and advance. The study collected student perceptions to identify if it was useful in the classroom and if it should be used in future mathematic classrooms.

Indexing (document details)
Advisor: Kana, Erik
Commitee: Pedersen, Holly, Thorpe, Leslee J.
School: Minot State University
Department: Education
School Location: United States -- North Dakota
Source: MAI 81/2(E), Masters Abstracts International
Subjects: Mathematics education, Middle School education
Keywords: Mathematics, Middle school, Secondary, Seventh grade, Vocabulary, Word walls
Publication Number: 22620155
ISBN: 9781085748018
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