Vertical Non-Permanent Surfaces in an Elementary Mathematics Classroom
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-12-2025 11:15 AM
End Date
4-12-2025 12:15 PM
Abstract
In a mathematics classroom students are most likely to disengage with the subject matter if they are facing potential learning difficulties which is why it is important to engage students in the process of learning mathematics. To increase engagement, teachers can create a dynamic and interactive learning environment by incorporating Vertical Non-Permanent Surfaces (VNPS). VNPS are defined as vertical dry-erase boards mounted on classroom walls, providing students with a space to actively showcase their work and engage in mathematical problem-solving (Liljedahl, 2016). This self-study research included building a thinking classroom approach - a classroom that not only supports thinking but actively promotes it where individuals think both independently and collaboratively, to build knowledge and understanding (Liljedahl, 2019) by applying VNPS posters within multiple mathematics lessons. Data was collected utilizing student observations, student work or responses, and teacher reflections throughout the semester. This self-study was completed in a fourth-grade classroom with thirteen students, all attending school in a low-income area. Previous research has shown that students working in groups on VNPS exhibited higher levels of thinking classroom behaviors, such as perseverance, active discussion, engagement, and the ability to share and apply knowledge, compared to those using other types of work surfaces (Liljedahl, 2019). This study explores students' participation in collaborative VNPS and its effect on students' ability to solve complex mathematical problems. Findings showcase student's critical thinking skills, problem-solving abilities, and collaboration.
Vertical Non-Permanent Surfaces in an Elementary Mathematics Classroom
CNS Atrium
In a mathematics classroom students are most likely to disengage with the subject matter if they are facing potential learning difficulties which is why it is important to engage students in the process of learning mathematics. To increase engagement, teachers can create a dynamic and interactive learning environment by incorporating Vertical Non-Permanent Surfaces (VNPS). VNPS are defined as vertical dry-erase boards mounted on classroom walls, providing students with a space to actively showcase their work and engage in mathematical problem-solving (Liljedahl, 2016). This self-study research included building a thinking classroom approach - a classroom that not only supports thinking but actively promotes it where individuals think both independently and collaboratively, to build knowledge and understanding (Liljedahl, 2019) by applying VNPS posters within multiple mathematics lessons. Data was collected utilizing student observations, student work or responses, and teacher reflections throughout the semester. This self-study was completed in a fourth-grade classroom with thirteen students, all attending school in a low-income area. Previous research has shown that students working in groups on VNPS exhibited higher levels of thinking classroom behaviors, such as perseverance, active discussion, engagement, and the ability to share and apply knowledge, compared to those using other types of work surfaces (Liljedahl, 2019). This study explores students' participation in collaborative VNPS and its effect on students' ability to solve complex mathematical problems. Findings showcase student's critical thinking skills, problem-solving abilities, and collaboration.