Developing the sense of number in the 1st year through a gallery walk

Abstract

In this article, we present a work made by 1^st grade children, focused on a gallery walk, with the aim to develop the sense of number and problem-solving capacity, promoting autonomy in these children.

This technique allows children to solve a task, as a group, display their records as if they were in an art gallery, and even expose works in or outside the classroom (Fosnot & Dolk, 2002).

Following a qualitative methodology of interpretative nature, the study was developed in three sessions, 90 minutes long each, with 20 children from a private school in Porto district. Data were collected through participant observation, field notes and photographic records of graphic representations made by children.

The data collected showed us greater motivation and involvement in the children's tasks, not only because they worked collaboratively, but also because it provided an environment with movement freedom. All children mobilized and consolidated numeric concepts and graphic representations, and, also, improved oral communication, critical thinking and autonomy.