An exploratory case study on the effects of Gallery Walk activities in teaching and learning the ‘data and probability’ domain of 7th grade students

This study applied the Gallery Walk activity to a 7th grade class in the ‘data and probability’ domain to conduct a case analysis of changes in students’ mathematical expression ability and attitudes toward mathematics, and to interpret their significance. Four voluntarily participating students were examined using pre- and post-tests on attitudes toward mathematics, self-reports, classroom observations, and interview data, which were comprehensively analyzed. The results showed that all students improved their mathematical expression ability, particularly in the accurate and precise use of mathematical terminology. Confidence, curiosity, and class participation generally increased, whereas changes in mathematics anxiety and perceptions of the usefulness of mathematics were minimal. These findings suggest that the Gallery Walk can promote inter action and feedback among students, thereby positively influencing both expression skills and affective attitudes. However, some affective variables require long-term experience and continuous support to achieve meaningful change.