The Effects of Using Journaling and Writing to Improve Problem Solving

with Third Grade Students

Kesha Peters

Wichita State University

May 3rd 2012

Outline of Presentation

*Participants: 24 third grade students

*Strategy: Writing in the math classroom

*Student examples*Graph of day five results*Conclusion/Observations*References

Introduction

Mathematics is a part of everyday life, no matter what your age!

“The focus in the elementary classroom is shifting toward emphasis on mathematical reasoning and problem-solving in a true sense.  This new focus will help students learn to describe, compare, and discuss their multiple approaches to solving real problems,” (Russell, 1996 as cited by Checkley, 1999, p. 3)

Problem Solving and Math Facts

• “Providing classroom opportunities that emphasize mathematical thinking and reasoning is critical for successful problem solving” (Griffin and Jitendra, 2009, p 187).

• One factor that may contribute to students struggling with problem solving is their math fact fluency.

• “The National Council of Teachers of Mathematics (NCTM) identified fluency in computation and knowledge of math facts as integral elements of national math standards” (NCTM, 2010 as cited in Smith, Marchand-Martella, & Martella, 2011, p.248).

Common CoreEight Mathematical Practices

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning

of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Manipulatives and Math Vocabulary

• When students can move things around with their hands or on a computer screen, it brings the math problem to life, helping them to connect and solve the problem.

• “...student achievement on standardized tests will increase when classroom instruction includes a focus on content-specific vocabulary” (Gifford & Gore, 2008, p.1).

Writing in Mathematics

“Writing in math class supports learning because it requires students to organize, clarify, and reflect on their ideas-all useful processes for making sense of mathematics.  In addition, when students write, their papers provide a window into their understandings, their misconceptions, and their feelings about the content they’re learning” (Burns, 2004, p.30).

Research Question

What are some effective ways to help children in lower elementary grades explain their mathematical thinking and/or reasoning in writing?

Participants

• 24 third grade students

• Two students have IEP’s and receive instruction in the classroom with Para support

• 11 girls

• 13 boys

Strategy

• Can journal writing be an effective instructional tool in mathematical education?

• Students were given a problem to solve and write about in their math journal the steps and procedures they would use to solve the problem.

Methods

• Using a teacher made problem solving worksheet, students must:

• Highlight important information in the problem

• State the operation• Solve the problem using manipulatives• Draw a picture showing how the

problem was solved

Methods Continued

• Students will also write in a math reflection journal each day. The teacher will give them topics to write about based on the problems they solve each day.

• Teacher will provide feedback on problem and journal entries each day.

Procedures• Day One: Students solve story problem as cooperative groups.

• Day Two: Student solve story problem with their shoulder partner.

• Day Three: Students solve story problem with their face partner.

• Day Four: Students solve story problem on their own, but then discuss their answer with someone in their group.

• Day Five: Students will solve the story problem on their own.

* All students will write in their math reflective journals each day.

Story Problem Example

Student Work Samples

Student Work Samples

Results

18 students scored 80% or better on Day Five Problem Solver. Three students scored in the 75% range and three at 65% or below.

Conclusions/Observations

Overall, I was very pleased with how the kids did on all the problems throughout the week. They worked hard and I felt like their scores on Day Five showed that. This is just one of many strategies I will do again and again.

Recommendations

I would and will use this strategy many, many more times. When the Common Core Standards roll out, using journals and writing in the math class in general will become a huge part of my math lessons.

ReferencesBurns, M. (2004, October). Writing in math. National Council of Teachers of Mathematics, 62(2), 30-33.

Checkley, K. (1999, Summer). Math in the early grades: Laying a foundation for later learning. Curriculum Update.

Smith, C. R., Marchand-Martella, N. E., & Martella, R. C. (2011). Assessing the effects of the Rocket Math program with a primary elementary school student at risk for school failure: a case study. Education and Treatment of Children, 34(2), 247-258.

Griffin, C. C., & Jitendra, A. K. (2009, January/February). Word problem-solving instruction in inclusive third-grade mathematics classrooms. The Journal of Educational Research, 102(3), 187-201.

Reimer, K., & Moyer, P. S. (2005). Third-graders learn about fractions using virtual manipulatives; a classroom study. JI. of Computers in Mathematics and Science Teaching, 24(1), 5-25.

Pugalee, D. K. (2005, June 28). Journal writing in mathematical education. Journal Writing in Mathematics Education, 3(13).

“Process Standards,” nctm.org. National Council of Teachers of Mathematics, 2012

www.corestandards.org, Common Core State Standards Initiative, 2011