Unit 4: Utilizing Math Journals for Student Success

Using Math Journals

Incorporating a mathematics journal into the classroom can be a great tool not only for students, but also for teachers. Sometimes in mathematics, a very expansive and complex subject matter, presents opportunities where students need to reflect on their exploration to make sense of everything. Students are able to handle the more complex topics of mathematics when they are given opportunities to reflect, evaluate/analyze, express, and record their problem solving and mathematical reasoning. On the opposite side of the coin, teachers are given a unique opportunity to evaluate progress based on the way that students chose to present their learning. They can help students learn to make connections over time and develop strengths in mathematics, while also evaluating progress in key understandings across units of mathematics. When used appropriately and authentically, the mathematics journal becomes a key classroom tool.

One of the greatest features of mathematics journals are that they are flexible to adapt to any teacher's needs and preferences. The teacher helps to guide the performance and amount of time used while the students stay in control over what is presented, how, and why. Journals can be used as much or as little as needed, as long as they are used to inform instruction and learning in an authentic manner. If children are better suited to use the journals during the entire mathematics period, tracking examples and lessons while also working through example problems, then the teacher may choose to utilize a daily journal. However, if the teacher woud rather have students write end of the day entries to simply describe their feelings and experiences, the journal will take on an entirely different presentation. The one characteristic that should hold true through all types of journals in mathematics is the children must be the authority on the journal. Whether the teacher motivates the students with prompts or problems, open ended questions or even questions to further thinking, students must have the responsibility for determining the presentation of their response and reflection.

Responding To Learners

The main purpose for responding to a learner in their math journal is to learn more about what the student knows, feels, understands, or is doing. However so, not all entries need to be commented on or responded to. Responding to everything in a detailed and long entry can be overwhelming and sometimes unnecessary. However, summing up learnings and connections made during the week can help students learn to do this themselves as they write in their own journals. Additionally, having summative statements and entries can help a teacher track progress across weeks, units, months, etc.

The next important characteristic of responses to learners is the quality of response given. When a teacher provides simple, uninformative comments such as "Nice work!" or "Great job thinking through the problem," they are not providing quality feedback to the student. Students will not pay attention to this feedback which is not authentically written. Instead, teachers should try to address any great points or feelings within the journal. Understanding why the journal was written or what it was based on can help to reveal areas that need responses. Another method of doing this is to offer opportunities to push student thinking by presenting them with new ideas or questions. If writing back to the journal is not the most appropriate way of addressing the feelings or thoughts, another method is to record quotes from entries as they are read, to then hold a mini-conference with the student later. As time and usage of journals increases, each teacher is able to develop their own personal way of dealing with mathematics journalling. The main goal is to ensure honesty, authenticity, and respect in responding to a student's feelings, thoughts, learning, and processes.

Criteria for Assessing Math Journals

(Clarke, pg. 57)