My project involved the implementation of math journals with math talks. These journals and conversations took approximately 20 minutes per day, 1-5 days a week, for 7 weeks. A calendar illustrates the tentative timeline here.
Goals of the Study:
- Improve or enhance students' problem solving skills and strategies
- Improve or enhance students' confidence and ability to engage in math discourse
- Enable students to apply and explain mathematical strategies with a visual and written explanation
- Foster positive student feelings about math and problem solving
What
To help reach the goals listed above, I implemented Math Talks and Math Journals. Math Talks are discussions about mathematical reasoning, where students share their problem solving strategies, justify their reasoning, and critique statements made by classmates. Math Journals serve as an additional avenue for students to show and explain their problem solving strategies and thinking. In addition, they provide educators a source of ongoing formative assessment to inform future instruction.
HowA math journal, accompanied by math talks, was implemented at the beginning of each lesson, occurring 1-4 times a week. The traditional whole group routine consisted of these steps:
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Teacher modeling, asking explicit questions, and using math terms were changes made after observing a lack of details and effort put into the written reflections of the journals. As a result of these adjustments, students' reflections became more meaningful and related more clearly to the strategies shown through visuals and as discussed. I modeled the strategy or strategies used when solving the problem as a class and provided guiding questions and math terms in my own journal to set clear expectations. See below:
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Individualized conferencing and a joint effort on grading journals took place after observing recurring themes, such as students excluding the "why" in their written explanations. My students became experts at explaining what they did to solve the problems, but one on one conversations in addition to the guiding questions and mathematical terms listed, were required in order for students to understand the expectations and receive full credit on the journals.
Why
These data collection methods were selected because they directly correlated with problem solving skills and show clear qualitative and quantitative results. These strategies indicated any growth being made and where I could provide interventions for clarity through conferencing and additional teaching. For my nineteen students, these were the best methods because they were efficient and effective, while still coinciding with the district's curriculum. Each student learns best in a unique way and each student showcases their learning in a different way as well. Utilizing this wide variety of assessment methods resulted in the best, most accurate data and information on my students’ understanding, which has driven, and continues to drive my future instruction. For example, my future instructional and assessment methods will continue to permit my students the opportunity to show what they know, write what they know, or share out loud what they know. Throughout the implementation of this data collection process, some of my students verbally showcased their learning best, therefore, the math talks were a great avenue for them. In contrast, other students demonstrated understanding best on final assessments; therefore, the pre and post test, topic tests and district common assessments were best suited for them. Finally, some students in my class are avid writers and can explain their thinking best through writing. All in all, I chose this wide variety of strategies and assessments methods to best meet the learning needs of each student so that going forward, they can overcome the challenges they face in their own unique ways.
Culturally Responsive TeachingIn order to represent all students, make content accessible for all, fight for inclusion, and assist individuals who may be disadvantaged, I listened in closely on conversations while also collecting written responses. I made sure to call on and hear from a variety of individuals, trying to only allow each individual to speak once or twice per discussion. I also utilized popsicle sticks with student numbers on them to ensure that every individual participated in the discourse. Further, I created a math journal for each individual student to have and use, while projecting my own with a document camera. I utilized this technology to model my expectations and to show my instructional methods and strategies. Additionally, I often had students engage in turn and talks, which helped to promote critical thinking and provide differing perspectives. As some students appeared to lack confidence solving and talking about math prior to implementing these strategies, I made sure to establish a “safe zone”. This “safe zone” ensured that no student would judge or shame someone for answering a question differently or incorrectly. Growth mindset is a very commonly talked about concept in my classroom and it was even more stressed throughout math talks and journaling.
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Differentiation to Meet Student Needs I was able to differentiate the learning by allowing students to write their thoughts before verbally sharing, permitting drawings in addition to words, having them use highlighters, setting clear parameters (math terms, guiding questions, strategies to use), pointing out hidden questions or important words and phrases used in the problems, and unpacking the rubric and sharing my expectations.
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Collaboration with StakeholdersMany internal stakeholders supported this study such as my grade level team, my principal, parents who permitted data collection and implementation of the study, my mentor, and my school’s math specialist, who provided her insight on journals and math talks. External stakeholders who also supported this study include my CADRE associate who helped me create the journals and analyze data collected throughout the process, UNO professors who taught me the skills of creating effective assessments and rubrics, and lastly, the district’s director of assessment, who provided feedback and guidance on the creation of my rubric, feelings survey, and the letter I sent to parents. These individuals provided the resources and feedback I needed to conduct these strategies efficiently and effectively.
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