Math Journals

Right v. Wrong

Last year we talked about developing a 'collective strength' in the building to maintain the learning continuum from grade to grade.  After all, learning doesn't start and stop from one grade to the next. Learning moves along each individual persons 'continuum of learning' (smooth and gradual).  Thus, it is vital that we be able to provide smooth transitions to learning from year to year.  This doesn't mean everyone doing exactly the same things, however, there are a few things that are proven 'result oriented' best -practices.  For example, we all need to understand the Literacy & Numeracy Block, Small Group Instruction, Differentiated Instruction, etc...

In math the goal is to foster the thinking via a problem solving perspective.  It's not about 'correct' or 'incorrect' answers (i.e. not black & white).  For example, the correct thinking/procedures can be followed but still get an incorrect answer.  As a result, a Math Journal is a very good strategy to use for all.  Below is an excerpt from the Guide to Effective Instruction in Mathematics K-6  that talks about the 'big picture' in math...student self-assessment.

Student Self-Assessment

Students should have frequent opportunities to reflect on their own learning, to identify
their strengths and those areas requiring growth, and to set appropriate goals. Student
self-assessment can be accomplished through the use of journals; rubrics, checklists,
and rating scales; portfolios; and surveys and questionnaires.

JOURNALS (LEARNING LOGS)

Journal writing helps students think about what they are learning. Students can
record in their journals using written work, pictures, diagrams, stamps, and charts.
Through these forms students often communicate mathematical ideas that they 
cannot express orally. In their journals students also have opportunities to express
how they feel about a particular learning activity or about mathematics in general. 
Teachers can provide prompts to help students focus on what they did and learned 
in a mathematics activity:

• Sentence stems:
– In math, I am learning . . .
– I understand . . .
– I don’t understand . . .
– I find it easy to . . .
– I find it difficult to . . .
– My favourite part of math is . . .
– I do best in math when . . .

• Other journal prompts:
– Write everything you know about . . . (e.g., 50; a cube; multiplication).
– Imagine that a classmate is absent today. Write a letter to explain what we 
did and what we learned in math class today.
– Explain how you could . . . (e.g., find the most popular flavour of ice cream 
in the class; find the answer to 3 x 6 if you didn’t know the answer by heart; 
find the area of the classroom floor).
– Write a story that . . . (e.g., uses the fraction one-half or one-third; is about a 
symmetrical object; uses division).
– Write a math problem about . . . (e.g., telling time; subtraction; the graph that
the class created this morning; percent).
– Measurement is . . . ; Symmetry is . . . ; Division is . . .

Check out the Guide to Effective Instruction in Math K-6 V4 for more information.