Writing in a Mathematics Classroom: A Form of Communication and Reflection

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

2. 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

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

4. 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?

5. 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

6. 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

7. Questions and Methods 2. 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)

8. 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

9. 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

10. 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 • Accuracy • Terminology • Thoroughness/Clear and Easy to Understand

11. Analysis of Data: Scores from Journals – Terminology Category

12. Analysis of Data:Scores from Journals – Accuracy Category

13. Analysis of Data: Scores from Journals – Thoroughness Category

14. Analysis of Data: Class Scores from Journals

15. Student SurveysStudents completed pre- and post-surveys by rating six statements with a Likert Scale • It is important and beneficial for students to write about math. • It is important and beneficial for teachers to read their students’ writings about math. • I like to write about what I learn. • I like to write about how I solve math problems. • When I write about what I learn, I remember it better than if I don’t write about what I learned. • I am good at math.

16. Positive vs. Negative Responses

17. 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.

18. 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.”

19. 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.”

20. 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.”

21. 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

22. Interpretation • Many students believed they learned more when they wrote journals • Students can use journals as a reference • Some student perceptions did change

23. 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

24. 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.)

25. 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

26. What’s Next? • School Plan • Align Curriculum • Include Habits of Mind problems