Problem Solving in Thinking Classrooms Using Vertical Surfaces

Abstract

This phenomenographic study explores how structured problem-solving activities, inspired by the Thinking Classroom model and conducted on vertical surfaces, influence students' learning experiences in upper secondary mathematics education. In recent years, interest in student-centered and collaborative approaches to mathematics teaching has grown, aiming to promote deeper understanding and engagement. Semi-structured interviews with two teachers and six students, and an analysis of students' written exam responses, were conducted to examine variations in how participants perceive the use of vertical surfaces and group-based tasks. The study focuses on students’ mathematical reasoning, collaborative interactions, and attitudes toward problem-solving. It also investigates teachers’ experiences regarding the pedagogical benefits and challenges of implementing these methods. The findings highlight key themes such as increased engagement, improved metacognitive awareness, and enhanced collaboration. The results contribute to understanding how physical learning environments and structured problem-solving approaches can support critical thinking and mathematical development.