Math in the Middle Institute Partnership

 

Date of this Version

7-2009

Comments

Math in the Middle Institute Partnership, Action Research Project Report, in partial fulfillment of the MA Degree. Department of Teaching, Learning, and Teacher Education. University of Nebraska-Lincoln. July 2009.

Abstract

In this study, I investigated my classroom of sixth grade mathematic students on how journal writing influences students’ writing and learning and how journal writing influences my mathematics teaching. I discovered that students enjoyed writing in their journals and reading my responses. Students could openly communicate their questions, thoughts, and opinions. They shared with me what it was like for a sixth grade math student. They also pointed out the concepts they understood or the ones that challenged them. Some students stated that the journal writing helped them think harder. As a teacher, reading and responding to their journal writing gave me insights into their thoughts and feelings about math beyond a daily assignment and a grade. Through their writings, it helped guide me on what mathematical learning strategies were working and not working. Together, we are working toward academic growth, improved instructional strategies, increased communication between students and myself, and finally, students care about what they are learning and feel they have an integral part in their education.