Math Journals

Math Journals

Writing is a form of conversation. Journaling in mathematics provides students with a platform to engage in deeper thinking by enabling them to solve problems, reflect on their learning and communicate their ideas with each other (Kostos and Shin, 2010: 224). This is important because when students are given a purpose, they are more open to recording, solving and sharing their math problems with their classmates (Casler-Failing, 2013: p. 183). Math journals are also extremely useful, especially in regards to assessing a student’s thought process (Casler-Failing, 2013: p. 183). Examining a student’s writing allows teachers to determine their level of understanding and the gaps in their knowledge (Casler-Failing, 2013: p. 180). This information is valuable for developing techniques to improve mathematical comprehension. Therefore, this essay will focus on the benefits of engaging students in mathematics through journaling.

Word problems, like many other types of mathematical equations, cause many students to struggle, which in turn generates negative attitudes about this subject. Math journals can be used as a means to record and solve mathematical equations. In theses journals, students take notes about key concepts and vocabulary so that they become familiar with which words to focus on when solving problems and the different strategies that can be employed to decipher equations (Kostos and Shin, 2010: 223). Students are also given the opportunity to develop their reasoning and problem-solving skills and are able to make notes on hands-on activities that they participate in (Kostos and Shin, 2010: 223). When expressing their ideas, students should be required to explain their ideas in their own words. However, they should also be allowed to incorporate images and symbols (Page and Clarke 2014: 7). This is essential because it shows how mathematics can be integrated with English and art, and gives students the freedom to convey their learning in a variety of formats.

Math journals also provide students with the foundation to examine and explain their learning to themselves, their teacher and their classmates (Kostos and Shin, 2010: 223). When they share this knowledge with others in their class, they gain a better understanding of the material as they are required to understand the concepts enough to be able to convey them to others (Kostos and Shin, 2010: 224). The theories that they have not yet grasped eventually becomes apparent to them when they share their ideas and they are then able to fill in the gaps as they interact with others. Communication with other students enables understanding, develops oral communication skills, gives ample time for conjecture, and allows students to easily see misconceptions (Kostos and Shin, 2010: 224). The process of sharing also enables students to learn and retain more information.

Writing also can be used as an outlet for students to relay their knowledge and questions about specific topics. Journaling can be used as a means to reflect on their work (Page and Clarke 2014: 6). Writing and reflecting about mathematics provides an avenue to process and connect previously learned concepts to the material that they are currently learning (Casler-Failing, 2013: p. 180). This is essential to the learning process because it facilitates deeper mathematical comprehension as they are able to track their progress and locate, analyze and correct previous mistakes (Casler-Failing, 2013: p. 180). If a student has difficulty with specific terms, they can make notes of them in their journals and research the answers. This ability to analyze their own work allows them to observe what they did not understand before against their current knowledge and offers an excellent method for students to see growth and articulate ways that they can use their mathematical knowledge immediately and in the future.

In addition to these benefits to students, math journals can be utilized as formative assessments as they provide educators with a plethora of information regarding comprehension , so that they can privately conference with a specific student on an individual basis or in a group setting to help enhance their learning (Page and Clarke 2014: 7). If many students have similar questions, teachers may use this as a sign to alter their teaching plan to re-explain key concepts. Journaling also shows educators how their students think and the methods that they choose to employ when solving problems (Casler-Failing, 2013: p. 181). Moreover, educators can refer to these journals when parents require information about their child’s development in math (Page and Clarke 2014: 7).

This form of education enables students to “visualize and describe the mathematical concepts,” and “explore, apply, and connect concepts to each other, to other disciplines and to the real world” (Building Student Success BC’s New Curriculum, 2015). It also covers many of the curricular competencies that are outlined in the New Draft Curriculum for mathematics: “reasoning and analyzing,” “understanding and solving,” and “communicating and representing” (Building Student Success BC’s New Curriculum, 2015). Incorporating journaling into math also integrates cross-curricular learning by covering some of the English curricular competencies such as the ones that have been outlined as “comprehend and connect” and “create and communicate” (Building Student Success BC’s New Curriculum, 2015).

Although the methods that have been mentioned above are effective in enhancing learning, the specific techniques of the journaling process in math should be taught first as some students may face some difficulty with it (Kostos and Shin, 2010: 224). Therefore, teachers can use prompts such asking their students to write down a question that they have, one thing that they learned that day, and one thing that they might be confused about (Page and Clarke 2014: 6). This helps educators to assess where their students are at and what they might need extra help with (Page and Clarke 2014: 7).

References

British Columbia Ministry of Education. (2015). Building student success BC’s new curriculum. Retrieved from https://curriculum.gov.bc.ca/curriculum

Casler, S. L. (2013). Journaling: Out with the old. Mathematics Teaching in the Middle School, 19(3), 180-183. doi:10.5951/mathteacmiddscho.19.3.0180

Kostos, K., & Shin, E. (2010). Using math journals to enhance second graders’ communication of mathematical thinking. Early Childhood Education Journal, 38(3), 223-231. doi:10.1007/s10643-010-0390-4

Page, S., & Clarke, J. (2014). Feeling your way to success through journaling. Australian Primary Mathematics Classroom, 19(1), 3-8. Retrieved from http://search.ebscohost.com.ezproxy.library.ubc.ca/login.aspx?direct=true&db=a9h&AN=99013415&site=ehost-live&scope=sitem&rft.au=Page%2C+Shaileigh&rft.au=Clarke%2C+Julie&rft.date=2014&rft.issn=1326-0286&rft.volume=19&rft.issue=1&rft.spage=3&rft.epage=8&rft.externalDBID=n%2Fa&rft.externalDocID=231785346086615&paramdict=en-US;