Students’ Perception of Their Learning Using Word Walls in Secondary Mathematic Classroom

Abstract

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.