Writing in a Mathematics Classroom: A Form of Communication and Reflection An Action Research Project by Stacie Lefler.

Writing in a Mathematics Classroom: A Form of Communication

and Reflection

An Action Research Project by Stacie Lefler

Background Information Gordon-Rushville Middle School 7th Grade Mathematics Starting 7th year of teaching UNL – Middle School Education 3rd year of teaching – remedial 8th gr. Math Math in the Middle

Problem of Practice Learn with understanding Communicate mathematical thinking Understand how students learn mathematics Effects of journaling about mathematics

Literature Review Five research articles about using journal

writing activities in a mathematics classroom Would writing and speaking skills improve? Would chapter test scores be affected? Could journals be used as an alternative form of

assessment and communication? Would oral communication increase? Would student confidence increase?

Literature Review Benefits Great Ideas

Methods of journaling When, Where, How

Possible data Surveys, Teacher journal, Interviews

Develop an action research project that was right for me and my classroom

Questions and Methods

1. What are the effects of having my students journal about mathematics?

Pre- and post-interviews with five students Pre- and post-surveys given to 7th grade about

beliefs toward journaling Weekly teacher journal

Questions and Methods2. How will my teaching be affected?

Weekly teacher journal

3. How can writing about mathematics be used to help students reflect on and reinforce their learning? Weekly teacher journal Pre- and post-interviews Analyzed data collected from the journal scores

(rubric)

Questions and Methods

4. What are students’ perceptions of journaling about mathematics and will they change over time? Pre- and post-interviews Pre- and post-surveys Pre- and post-journal

My Research Plan Journal 4 times a week Provide journal form (single sheet) and prompt Rubric to assess journals Score tally sheet for students to record progress Teacher journal form – journal weekly Pre- and post-survey for all students Pre- and post-interview of five students

Analysis of Data Observation and Teacher Journal

Terminology Changes with myself and my students

Clear and coherent explanations of mathematical thinking

Scores using the Rubric Three Areas

1. Accuracy

2. Terminology

3. Thoroughness/Clear and Easy to Understand

Analysis of Data: Scores from Journals – Terminology Category

Terminology Category for Focus Group

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

1 2 3 4 5 6 7 8 9 10 11 12 13

Journal Number

Mea

n o

f T

erm

ino

log

y Jo

urn

al S

core

Series1

Accuracy Category for Small Group

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

1 2 3 4 5 6 7 8 9 10 11 12 13

Journal Number

Mea

n o

f A

ccu

racy

Jo

urn

al

Sco

re

Series1

Analysis of Data: Scores from Journals – Accuracy Category

Analysis of Data: Scores from Journals – Thoroughness Category

Thoroughness Category for Small Group

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

1 2 3 4 5 6 7 8 9 10 11 12 13

Journal Number

Mea

n o

f Th

oro

ug

hn

ess

Jou

rnal

Sco

re

Series1

Analysis of Data: Class Scores from Journals

Class Journal Scores

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

1 2 3 4 5 6 7 8 9 10 11 12 13

Journal Number

Mea

n of

Jou

rnal

Sco

res

Series1

Student SurveysStudents completed pre- and post-surveys by rating six statements with a Likert Scale

1. It is important and beneficial for students to write about math.

2. It is important and beneficial for teachers to read their students’ writings about math.

3. I like to write about what I learn.4. I like to write about how I solve math problems.5. When I write about what I learn, I remember it

better than if I don’t write about what I learned.6. I am good at math.

Positive vs. Negative Responses

Pre- and Post-Surveys

0

5

10

15

20

25

30

1 2 3 4 5 6

Statement

Rep

son

ses

Pre (Positive) Post (Positive) Pre (Negative) Post (Negative)

Student InterviewsPositive Responses

“Writing things down, you remember it better.

“If I write it down, I get it into my brain.” “I can write down what I think. I’m not good

at explaining how to do things out loud.” “There are so many kids in class, but you can

see how much everybody knows.

Student InterviewsNegative Responses

“If you don’t have enough time then you have more homework at home.”

I don’t really like writing that much.” “Boring, takes up class time. I just don’t like

to journal. “Takes forever.”

Quotes from Student JournalsPositive Responses

“Instead of listening and thinking I knew, I actually know that I know.”

“It helps me learn more.” “I like journals because I understand it more

when I wright down my thoughts.”

Quotes from Student JournalsNegative Responses

“I don’t like them at all!!!” “(Journals) don’t teach us much about math.” “In math your not suppose to do English.” “I don’t know y we do this. It don’t help me

and it don’t help u.”

Interpretation Journaling as a method to explain

mathematical thinking Requirements for the journal seemed to cross

over into speaking I emphasized the good habits that I wanted

my students to use Journals can be used to check for

understanding

Interpretation Many students believed they learned more

when they wrote journals Students can use journals as a reference Some student perceptions did change

Connections to Literature Review Increase in communication and correct

terminology Improvement in verbal skills Alternative to oral communication Teacher could discover misconceptions Journals as a check for understanding

Implications Journaling about mathematics can be

beneficial for students and teachers Continue to have students journal

Continue to survey students One to two times a week Continue to provide journal form, prompts, and

tally sheets Add use of a binder (notes, vocabulary,

homework, quizzes, journal, etc.)

What’s Next?

Individual Plan Continue to use journaling and include the use of

a student binder Develop a new grading policy/plan Include more Habits of Mind problems

What’s Next?

School Plan Align Curriculum

Include Habits of Mind problems