Writing in the Mathematics Classroom: Does It Have an Effect on Students’ Mathematical Reasoning?

In this action research study of my classroom of 5th grade mathematics, I investigate how to improve students’ written explanations to and reasoning of math problems. For this, I look at journal writing, dialogue, and collaborative grouping and its effects on students’ conceptual understanding of the mathematics. In particular, I look at its effects on students’ written explanations to various math problems throughout the semester. Throughout the study students worked on math problems in cooperative groups and then shared their solutions with classmates. Along with this I focus on the dialogue that occurred during these interactions and whether and how it moved students to a deeper level of conceptual understanding. Students also wrote responses about their learning in a weekly math journal. The purpose of this journal is two-fold. One is to have students write out their ideas. Second, is for me to provide the students with feedback on their responses. My research reveals that the integration of collaborative grouping, journaling, and active dialogue between students and teacher helps students develop a deeper understanding of mathematics concepts as well as an increase in their confidence as problem solvers. The use of journaling, dialogue, and collaborative grouping reveals themselves as promising learning tasks that can be integrated in a mathematics curriculum that seeks to cultivate students’ thinking and reasoning.

Journal Writing in Mathematics: Exploring the Connections between Math Journals and the Completion of Homework Assignments

In this action research study of sixth grade mathematics, I investigate how the use of written journals facilitates the learning of mathematics for my students. I explore furthermore whether or not these writing journals support students to complete their homework. My analysis reveals that while students do not access their journals daily, when students have the opportunity to write more about one specific problem--such as finding the relationship between the area of two different sized rectangles – they, are nevertheless, more likely to explain their thoughts in-depth and go beyond the traditional basic steps to arrive at a solution. This suggests the value of integrating journal writing in a math curriculum as it can facilitate classroom discussion from the students’ written work.

An Uphill Battle: Incorporating cooperative learning using a largely individualized curriculum

In this action research study of my classroom of 8th grade mathematics, I investigated if cooperative learning could be an effective teaching method with the Saxon curriculum. Saxon curriculum is largely individualized in that most lessons could be completed without much group interaction. I discovered that cooperative learning was very successful with the curriculum as long as it was structured. Ninety-five percent of the students in the study preferred to work in groups, and I observed mathematical communication grow with most of the students. As a result of this research, I plan to continue to incorporate cooperative learning into my mathematics classroom. I will use cooperative learning with all of my mathematics classes, even the ones that do not use the Saxon curriculum. I believe in the power of working together.