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  7 th Grade Mathematics  Starting 7 th year of teaching  UNL – Middle School Education  3 rd year of teaching – remedial 8 th 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 7 th 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 1. Accuracy 2. Terminology 3. 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 Surveys Students 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.

16. Positive vs. Negative Responses

17. Student Interviews Positive 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 Interviews Negative 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 Journals Positive 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 Journals Negative 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