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Journaling in the Mathematics Classroom

Journaling in the Mathematics Classroom. Jennie Barfield Georgia College and State University Spring Semester 2012 EDFS 5211. to help students better identify learning needs and communicate those needs to the teacher. Introduction. Goals of Conducting this Research Study

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Journaling in the Mathematics Classroom

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  1. Journaling in the Mathematics Classroom Jennie Barfield Georgia College and State University Spring Semester 2012 EDFS 5211 to help students better identify learning needs and communicate those needs to the teacher

  2. Introduction Goals of Conducting this Research Study • Examine the effects of journaling on student metacognition • Examine the effects of journaling on communication between the students and the teacher

  3. Identification of Learning Needs and Metacognition

  4. Communication between Student and Teacher

  5. Methodology • Data collection included surveys, journal entries, and focus group • Students constructed their journals and personalized • Journal prompts were displayed on ActivBoard and students were given approximately 5 minutes to respond • Journal prompts focused on procedure for solving word problems, learning styles, interests, content areas of difficulty, and study habits

  6. Journal Prompts Do you feel like you learn more from listening to a teacher’s lecture, reading and studying from the book, looking at illustrations or models, or by practicing problems? Discuss why. (You may select more than one of these or others) Focus Group Do you think I should continue to use journaling when I become a teacher and have classes of my own? Why or why not? Methodology Survey Questions When the teacher is teaching in front of the class and I don’t understand something, I usually raise my hand and ask questions 1 2 3 4 5

  7. Student Work Samples Metacognitive Processes

  8. Student Work Samples Identification of Learning Needs

  9. Data Classification

  10. Data Interpretation • Patterns Journal prompts targeting problem solving and metacognition often exposed students’ misconceptions and was in line with performance on assessments Many students indicated similar areas of misunderstanding or weakness and provided feedback in order to adjust instruction Students ability to identify and communicate learning needs did not necessarily correlate with performance on assessments • Claims/Assertions Focus group results indicated students did not see direct benefit to learning but liked the opportunity for individual communication with teacher

  11. Conclusion • Background literature indicated more comparative research needs to be conducted to support writing as a means to support student understanding in mathematics and that was confirmed in my own research • I will continue to use journaling activities in math in the future because of the benefits of student-teacher communication and modification of instruction based on individual student needs

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