{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,5,14]],"date-time":"2025-05-14T11:30:32Z","timestamp":1747222232849,"version":"3.40.5"},"reference-count":38,"publisher":"Sociedade Brasileira de Educacao Matematica","license":[{"start":{"date-parts":[[2020,1,1]],"date-time":"2020-01-01T00:00:00Z","timestamp":1577836800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["REMat"],"abstract":"<jats:p>Estamos a viver num mundo complexo e com r\u00e1pidas mudan\u00e7as no qual ser\u00e1 muito dif\u00edcil sobreviver, sem s\u00f3lidos conhecimentos e capacidades adequadas. Assim, o professor deve procurar estrat\u00e9gias, dentro e fora da sala de aula, que permitam ir ao encontro dos diferentes modos de pensar dos alunos, confrontando-os com tarefas, com m\u00faltiplas resolu\u00e7\u00f5es, que os desafiem a ver fora da caixa, os entusiasmem para aprender e os ponham a trabalhar uns com os outros. Por outro lado, h\u00e1 estudos que recomendam que as crian\u00e7as precisam de se movimentar, pois um corpo ativo incita o c\u00e9rebro, tornando os alunos mais envolvidos, o que contribui para um melhor desempenho. Neste sentido, a forma\u00e7\u00e3o de professores, inicial e continuada, deve promover uma vis\u00e3o sobre a natureza da matem\u00e1tica e do seu ensino, que permita aos (futuros) professores ter diferentes experi\u00eancias de ensino e de aprendizagem, que se espera venham a usar com os seus pr\u00f3prios alunos. Neste contexto, surge a gallery walk (GW) como uma estrat\u00e9gia a contemplar nas pr\u00e1ticas de sala de aula, que permite que os alunos, atrav\u00e9s do trabalho colaborativo, resolvam problemas, apresentem e discutam as suas resolu\u00e7\u00f5es em p\u00f4steres, localizados \u00e0 volta da sala de aula. Neste artigo, discute-se um estudo de natureza qualitativa e interpretativa, numa abordagem explorat\u00f3ria, desenvolvido no \u00e2mbito da forma\u00e7\u00e3o inicial de professores do 1.\u00ba e 2.\u00ba ciclos do ensino b\u00e1sico em Portugal (6-12 anos), no qual se pretende identificar as estrat\u00e9gias utilizadas pelos alunos na resolu\u00e7\u00e3o de problemas com m\u00faltiplas resolu\u00e7\u00f5es, utilizando uma GW, bem como caracterizar sua rea\u00e7\u00e3o durante o envolvimento nessa estrat\u00e9gia. Os resultados permitiram identificar as estrat\u00e9gias usadas e verificar o potencial da GW no envolvimento nas resolu\u00e7\u00f5es e discuss\u00f5es, que se mostrou mais eficaz do que nas discuss\u00f5es mais tradicionais, permitindo aumentar o repert\u00f3rio de processos de resolu\u00e7\u00e3o de cada aluno.<\/jats:p>","DOI":"10.37001\/remat25269062v17id260","type":"journal-article","created":{"date-parts":[[2020,5,1]],"date-time":"2020-05-01T11:50:33Z","timestamp":1588333833000},"page":"e020018","source":"Crossref","is-referenced-by-count":3,"title":["Gallery Walk: uma estrat\u00e9gia ativa para resolver problemas com m\u00faltiplas solu\u00e7\u00f5es"],"prefix":"10.37001","volume":"17","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6155-7935","authenticated-orcid":false,"given":"Isabel Piteira","family":"Vale","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6314-7080","authenticated-orcid":false,"given":"Ana","family":"Barbosa","sequence":"additional","affiliation":[]}],"member":"23145","published-online":{"date-parts":[[2020,1,1]]},"reference":[{"key":"5430","doi-asserted-by":"crossref","unstructured":"BRAUN, B.; BREMSER, P.; DUVAL, A.; LOCKWOOD, E.; WHITE, D. What does active learning mean for mathematicians? American Mathematical Society, v. 64, n. 2, p. 124-129. 2017.","DOI":"10.1090\/noti1472"},{"key":"5431","unstructured":"EDEL-MALIZIA, S. Pedagogical practices - Gallery Walk. Dispon\u00edvel em https:\/\/scholarsphere.psu.edu\/downloads\/1jw827964s, acesso em 15 de setembro de 2017, 2015."},{"key":"5432","unstructured":"EDWARDS, S.; KEMP, A.; PAGE, C. The middle school philosophy: Do we practice what we preach or do we preach something different? Current Issues in Middle Level Education, v. 19, n. 1, p. 13 \u201319. 2014."},{"key":"5433","unstructured":"EVANS, S.; SWAN, M. Developing Students\u2019 Strategies for Problem Solving. Educational Designer, v. 2, n. 7, p. 1-34. 2014."},{"key":"5434","unstructured":"FOSNOT, C.; DOLK, M. Young mathematicians at work: Constructing fractions, decimals, and percents. Portsmouth, NH: Heinemann, 2002."},{"key":"5435","unstructured":"FRANCEK, M. Promoting Discussion in the Science Classroom Using Gallery Walks. Journal of College Science Teaching, v. 36, n. 1, p. 27-31. 2006."},{"key":"5436","unstructured":"GARDNER, H. Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books, 1999."},{"key":"5437","unstructured":"HANNAFORD, C. Smart Moves: Why learning is not all in your head. Salt Lake City: Great River Books, 2005."},{"key":"5438","unstructured":"HANNULA, M. The metalevel of emotion-cognition interaction. In: AHTEE, M., BJ\u00d6RKQVIST, O., PEHKONEN, E. & VATANEN, V. (Eds.), Research on Mathematics and Science Education. From Beliefs to Cognition, from Problem Solving to Understanding. Finland: University of Jyv\u00e4skyl\u00e4, Institute for Educational Research, 2001. p. 55-65."},{"key":"5439","doi-asserted-by":"crossref","unstructured":"HAYLOCK, D. Recognizing mathematical creativity in schoolchildren. ZDM, v. 29, p. 68\u201374, 1997.","DOI":"10.1007\/s11858-997-0002-y"},{"key":"5440","doi-asserted-by":"crossref","unstructured":"JENSEN, E. Brain-Based Education in Action. Educational Horizons, v. 90, n. 2, 5-6. 2011.","DOI":"10.1177\/0013175X1109000202"},{"key":"5441","unstructured":"KRAFT, R. Experiential learning. Denver, CO: University Press, 1990."},{"key":"5442","unstructured":"KRUTETSKII, V. A. The psychology of mathematical abilities in schoolchildren. Chicago: University of Chicago Press, 1976."},{"key":"5443","unstructured":"LEIKIN, R. Exploring mathematical creativity using multiple solution tasks. In: LEIKIN, R., BERMAN, A., KOICHU, B. (Eds.), Creativity in mathematics and the education of gifted students. Rotterdam, Netherlands: Sense Publishers, 2009. p. 129-145."},{"key":"5444","unstructured":"LEVAV-WAYNBER, A.; LEIKIN, R. Multiple solutions for a problem: a tool for evaluation of mathematical thinking in geometry. In: DURAND-GUERRIER, S., SOURY-LAVERGNE, ARZARELLO, F. (Eds.), Proceedings of CERME 6. Lyon, France: INRP, 2010. p. 776-785."},{"key":"5445","unstructured":"LILJEDAHL, P. Building thinking classrooms: conditions for problem solving. In: FELMER, P., PEHKONEN, E., KILPATRICK, J. (Eds.), Posing and solving Mathematical Problems. Springer: Switzerland, 2016. p. 365-386."},{"key":"5446","doi-asserted-by":"crossref","unstructured":"LILJEDAHL, P. Mathematical discovery and a\ufb00ect: the e\ufb00ect of AHA! experiences on undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, v. 36, n. (2\u20133), p. 219\u2013235. 2005.","DOI":"10.1080\/00207390412331316997"},{"key":"5447","doi-asserted-by":"crossref","unstructured":"MERCER, N. The guided construction of knowledge. Clevedon, Philadelphia, Adelaide,1995.","DOI":"10.21832\/9781800418288"},{"key":"5448","unstructured":"MEYERS, C.; JONES, T. Promoting Active Learning: Strategies for the College Classroom. San Francisco: Jossey-Bass Publishers, 1993."},{"key":"5449","unstructured":"MULYANI, A. Teaching written announcement through gallery walk technique. Journal of English Language Teaching, v. 3, n. 1, p. 32-41. 2014."},{"key":"5450","unstructured":"NCTM. Principles to actions: ensuring mathematical success for all. Reston: NCTM, 2014."},{"key":"5451","unstructured":"NESIN, G. Active Learning. This we believe in action: Implementing successful middle level schools. Westerville, OH: Association for Middle Level Education, 2012."},{"key":"5452","unstructured":"ONTARIO MINISTRY OF EDUCATION (OME). Capacity Building Series: Communication in the mathematics classroom. Toronto, ON: Queen\u2019s Printer for Ontario, 2010."},{"key":"5453","unstructured":"POLYA, G. How to solve it. Princeton, NJ: Princeton University Press, 1973."},{"key":"5454","unstructured":"PRESMEG, N. Creative advantages of visual solutions to some non-routine mathematical problems. In: CARREIRA, S., AMADO, N., JONES, K., JACINTO, H. (Eds.), Proceedings of the Problem@Web International Conference: Technology, Creativity and Affect in mathematical problem solving. Faro, Portugal: Universidade do Algarve, 2014. p. 156-167."},{"key":"5455","doi-asserted-by":"crossref","unstructured":"PRINCE, M. Does Active Learning Work? A Review of the Research. Journal of Engineering Education, v. 93, p. 223-231. 2004.","DOI":"10.1002\/j.2168-9830.2004.tb00809.x"},{"key":"5456","unstructured":"RATEY, J. The Revolutionary New Science of Exercise and the Brain. Little Brown, New York, 2008."},{"key":"5457","doi-asserted-by":"crossref","unstructured":"SHOVAL, E. Using mindful movement in cooperative learning while learning about angles. Instructional Science, v. 39, n. 4, p. 453-466. 2011.","DOI":"10.1007\/s11251-010-9137-2"},{"key":"5458","doi-asserted-by":"crossref","unstructured":"SILVER, E. Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM, v. 29, n. 3, p. 75\u201380. 1997.","DOI":"10.1007\/s11858-997-0003-x"},{"key":"5459","doi-asserted-by":"crossref","unstructured":"STEIN, M. K.; EAGLE, R. A.; SMITH, M. A.; HUGHES, E. K. Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, v. 10, p. 313-340. 2008.","DOI":"10.1080\/10986060802229675"},{"key":"5460","doi-asserted-by":"crossref","unstructured":"UTTAL, D. H., MEADOW, N. G., TIPTON, E., HAND, L. L., ALDEN, A. R., WARREN, C., NEWCOMBE, N. S. The Malleability of Spatial Skills: A Meta-Analysis of Training Studies. Psychological Bulletin. V. 139, n. 2, p. 1-51. 2012.","DOI":"10.1037\/a0028446"},{"key":"5461","unstructured":"VALE, I.; BARBOSA, A. (prelo). Mathematics & Movement: the gallery walk strategy. International Conference on Early Childhood Education: What Science has to teach us, ebook. Amazon."},{"key":"5462","unstructured":"VALE, I.; BARBOSA, A. O contributo da uma Gallery Walk para promover a comunica\u00e7\u00e3o matem\u00e1tica, Educa\u00e7\u00e3o & Matem\u00e1tica, v. 149-150, p. 2-8, 2018."},{"key":"5463","doi-asserted-by":"crossref","unstructured":"VALE, I.; PIMENTEL, T; BARBOSA, A. The power of seeing in problem solving and creativity: an issue under discussion. In: AMADO, N., CARREIRA, S., JONES, K. (Eds.), Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect. Cham, CH: Springer. 2018. p. 243-272.","DOI":"10.1007\/978-3-319-99861-9_11"},{"key":"5464","unstructured":"VALE, I. Resolu\u00e7\u00e3o de Problemas um Tema em Continua Discuss\u00e3o: vantagens das Solu\u00e7\u00f5es Visuais. In: L. ONHUCHIC, R., JUNIOR, L. C., PIRONEL, M. (Orgs), Perspectivas para a Resolu\u00e7\u00e3o de Problemas. S. Paulo, Brasil: Editora Livraria da F\u00edsica. 2017. p. 131-162."},{"key":"5465","unstructured":"VALE, I.; BARBOSA, A. A resolu\u00e7\u00e3o de problemas geom\u00e9tricos numa atividade de gallery walk. In: OLIVEIRA, H., SANTOS, L., HENRIQUES, A., CANAVARRO, A.P., PONTE, J.P. (Eds), Investiga\u00e7\u00e3o em Educa\u00e7\u00e3o Matem\u00e1tica- geometria. IE- Ulisboa: SPIEM. 2017. p. 131- 132."},{"key":"5466","unstructured":"VALE, I.; PIMENTEL, T.; BARBOSA, A. Ensinar matem\u00e1tica com resolu\u00e7\u00e3o de problemas. Quadrante, v. 24, n. 2, p. 39-60. 2015."},{"key":"5467","unstructured":"VYGOTSKY, L. S. A forma\u00e7\u00e3o social da mente. Rio de Janeiro: Martins Fontes, 1996."}],"container-title":["Revista de Educa\u00e7\u00e3o Matem\u00e1tica"],"original-title":[],"link":[{"URL":"https:\/\/www.revistasbemsp.com.br\/index.php\/REMat-SP\/article\/download\/193\/206","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.revistasbemsp.com.br\/index.php\/REMat-SP\/article\/download\/193\/206","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,9,30]],"date-time":"2023-09-30T14:46:45Z","timestamp":1696085205000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.revistasbemsp.com.br\/index.php\/REMat-SP\/article\/view\/193"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2020,1,1]]},"references-count":38,"URL":"https:\/\/doi.org\/10.37001\/remat25269062v17id260","relation":{},"ISSN":["2526-9062"],"issn-type":[{"type":"electronic","value":"2526-9062"}],"subject":[],"published":{"date-parts":[[2020,1,1]]}}}