Effects of journaling in a high school mathematics classroom/ by Amie Karkainen.

This is a study that implemented expository and attitudinal journal writing in two different mathematics courses within the same high school and with the author as the teacher. A review of literature is included that highlights past work related to this topic. Expository questions asked students the process for solving a given mathematical problem. Attitudinal questions asked students to discuss other aspects ofthe classroom such as group work, classroom procedures, and feelings and confidence related to solving mathematical problems. While writing, students were aware their journals were a part of this project, but they were unaware ofhow their entry was considered expository or attitudinal and how those types ofentries were implemented in this study. Student test and final exam scores were used to determine the effectiveness ofthe different types ofjournaling. Data were compiled for a full semester. Quantitative comparisons using t-tests were made between all students writing the two different types ofjournals and within each specific course. Analysis oft-tests concluded that attitudinal journals were more effective in one of the courses than expository journals. Qualitative data was taken in the form of individual student journal entries, which showed that individual students both learned mathematical processes and benefited from the classroom atmosphere created through journaling. The study concludes with a discussion ofthese results and recommendations for other educators