Journal writing in an elementary math classroom and its effect on students' understanding of decimals

grantor: University of TorontoThis is an exploratory, action research study of the use of journal writing, focused on four students in a regular grade five math class and their growing understanding of decimals. They were given journal assignments as well as oral and manipulative-based activities during a series of ten, forty minute lessons. Data collection methods included field notes, audio taped student-student and teacher-student interaction, and written journal entries. The findings of the study indicate that students' use of journal writing, in conjunction with other constructivist tools such as manipulative-based activities, significantly improved: their conceptual understanding of decimals; their ability to work through to solutions not previously understood; their ability to consolidate learning initiated through other methods; their awareness of their own understanding; their confidence; and their ownership of their learning. Students' journal entries allowed me, the researcher, to programme and assess students' needs quickly and consistently.M.A