That is, without an engaging and curiosity-positive environment, learners' Curiosity in the classroom can appear to dissipate with schooling.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
Gallery walks are also an interactive way to bring inquiry into the classroom, particularly as students begin to create their own gallery walks.
Then they can design activities that encourage students to apply math in contexts outside of the math classroom.
Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.
Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104(1), 206–223.
Gardner, T. J. (2008). Speech recognition for students with disabilities in writing. Physical Disabilities: Education and Related Services, 26(2), 43-53.
Gardner, T. J. (2008). Speech recognition for students with disabilities in writing. Physical Disabilities: Education and Related Services, 26(2), 43-53.
Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2006). Effect of physical education and activity levels on academic achievement in children. Medicine and Science in Sports and Exercise, 38(8), 1515-1519.
Berry III, R. Q., Thunder, K., & McClain, O. L. (2011). Counter narratives: Examining the mathematics and racial identities of Black boys who are successful with school mathematics. Journal of African American Males in Education, 2(1).
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