writing in a mathematics classroom: a form of communication and reflection an action research...
Post on 19-Dec-2015
216 views
TRANSCRIPT
Writing in a Mathematics Classroom: A Form of Communication
and Reflection
An Action Research Project by Stacie Lefler
Background Information Gordon-Rushville Middle School 7th Grade Mathematics Starting 7th year of teaching UNL – Middle School Education 3rd year of teaching – remedial 8th gr. Math Math in the Middle
Problem of Practice Learn with understanding Communicate mathematical thinking Understand how students learn mathematics Effects of journaling about mathematics
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?
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
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 7th grade about
beliefs toward journaling Weekly teacher journal
Questions and Methods2. 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)
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
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
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
Analysis of Data: Scores from Journals – Terminology Category
Terminology Category for Focus Group
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1 2 3 4 5 6 7 8 9 10 11 12 13
Journal Number
Mea
n o
f T
erm
ino
log
y Jo
urn
al S
core
Series1
Accuracy Category for Small Group
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1 2 3 4 5 6 7 8 9 10 11 12 13
Journal Number
Mea
n o
f A
ccu
racy
Jo
urn
al
Sco
re
Series1
Analysis of Data: Scores from Journals – Accuracy Category
Analysis of Data: Scores from Journals – Thoroughness Category
Thoroughness Category for Small Group
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1 2 3 4 5 6 7 8 9 10 11 12 13
Journal Number
Mea
n o
f Th
oro
ug
hn
ess
Jou
rnal
Sco
re
Series1
Analysis of Data: Class Scores from Journals
Class Journal Scores
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1 2 3 4 5 6 7 8 9 10 11 12 13
Journal Number
Mea
n of
Jou
rnal
Sco
res
Series1
Student SurveysStudents 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.
Positive vs. Negative Responses
Pre- and Post-Surveys
0
5
10
15
20
25
30
1 2 3 4 5 6
Statement
Rep
son
ses
Pre (Positive) Post (Positive) Pre (Negative) Post (Negative)
Student InterviewsPositive 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.
Student InterviewsNegative 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.”
Quotes from Student JournalsPositive 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.”
Quotes from Student JournalsNegative 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.”
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
Interpretation Many students believed they learned more
when they wrote journals Students can use journals as a reference Some student perceptions did change
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
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.)
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
What’s Next?
School Plan Align Curriculum
Include Habits of Mind problems