Connectionof:

Chapter16:HelpingAllStudentsSucceedinMathematics
andMathJournals:ARecordforStudentsandTeachers
(
https://www.teachingchannel.org/videos/mathjournals
)

Afterreadingthechaptercenteredaroundhelpingallstudentssucceedin
mathematics,Idecidedtoseekoutmoreinformationonthetopic.InmyresearchI
cameacrossavideoontheTeachersChannelthathighlightstheuseofmathjournals
intheclassroom.Thisparticularvideostoodouttomeinpart,becauseittakesplacein
anearlyelementaryclassroom,theageIammostinterestedinteachingoneday.
Inthisshortvideothekindergartenteacher,Ms.Lassiter,explainsheruseof
mathjournalsinthegeneraleducationclassroom.AsMs.Lassiterexplainsit,the
objectiveofthejournalsistorecordindividualthinking.Herjournalsarenotfancyor
complicatedasthereisaneedfornewonesdailyorweekly.Shesimplyprintsoutwhat
shewantsthestudentstofocusonandstaplesthepacketofpaperinhalfintoabooklet
format.Thisparticularvideofilmsthestudentswhiletheyareworkingonnumbersense
activitiesintheirjournals.Displayedoneachpageoftheirjournalisagroupofdifferent
objects,likesailboatsorfrogs,invariousarrangements.Thechildrenaretocirclea
specificamountofeachobject.
Thisiswheretheteacherplaysanimportantrole.Whilethejournalsaredone
independently,theteacherhelpsguidethestudentstotheircompletion.Ms.Lassiter,as
afacilitator,tellsthestudentshowmanyofeachobjecttocircle.However,sheisnot
stationarystandinginfrontoftheclassroomyellingoutnumbers.Instead,sheisactively
walkingaroundandlookingatthestudentswork,bendingdownanddiscussing
answerswithsomeofthestudents.Sheeventellsthestudentsatthebeginningthat
shewillbewalkingaroundandlookingsotheycanexpectit.
OneofthebenefitsofmathjournalsthatMs.Lassiterhighlightsisthefreedomin
thedesignprocess.Sheexplains,whatIputinthejournalisbasedonwhatImlooking
for[thestudents]tolearn.Inotherwords,themathjournalisnotjustbusywork,there
ispurposetothem.Ateachercaneasilydifferentiatewhatisputinthemathjournals
basedonreadinesslevelandlearningstyles.AccordingtoMs.Lassiter,itgives[the
students]meaningandanopportunitytosolveinmanydifferentways.Thisisan
importantaspectofeffectivemathinstructionasexplainedinchapter16because,most
teachersknowhowtheylearnedtocomputemathproblemsbutarenotawareof
alternativecomputationmethods(p.448).Thedesignofmathjournalsallowfor
teacherstocelebratesuchalternativemethodsultimatelygivingallstudentsopportunity
forsuccess.
Anotherimportantaspectofthemathjournalisitsemphasisonwhatisbeing
learned.Essentially,mathjournalsgivestudentspractice.Mentionedseveraltimes

throughoutchapter16,practiceisextremelyimportantnotonlyforstudentswith
disabilitiesinmath,butforallstudents.Specifically,practiceisimportantifstudentsare
toexhibithighlevelsofaccuracyconsistentlyandacrossproblemtypes(p.459).Ms.
Lassiterexhibitsthisinhermathjournalswhichareessentiallythesametypeof
problempresentedinvariousformatsanddoneafewtimesover.Shealsoexplainsthat
abenefitofmathjournalsisthattheygivethestudents,awaytoreferbacktoprevious
mathproblems.Ifstudentsarefeelingliketheyneedmorepracticeorreviewona
certaintypeofproblemtheyknowexactlywhatjournaltogobackto.Asasidenote,this
isalsogreatforencouragingstudentstotakeresponsibilityfortheirlearning.
Anothergreataspectofthemathjournalisthatitallowsteacherstoseewhat
studentsneedmoreworkon.Itstheperfecttimetolookforthatformativeassessment
saysMs.Lassiter,Itsanopportunityforyouasateachertoalsodeterminewhoneeds
helpandgivethatrightthere,intime,kindofinstruction.Asexplainedinchapter16,
effectivemathinstructioninvolvescheckingstudentsworkfrequentlyandproviding
feedback(p.450).Mathjournalsareagreatformativeassessmentbecausetheycan
bedoneasfrequentlyasdaily.Teacherscanthenlookatthejournalaftertheyvebeen
completedanddetermineifthereareanymisconceptions,studentswhoneedextra
work,orstudentswhoarereadytomoveontomorechallengingversionsofthe
curricula.
However,mathjournalsalsoallowtheteachertoassessstudentsasthejournals
arestillintheirhandsandarebeingcompleted.Theteacherisabletoseethethought
processesofthestudents.Itsatimetospendafewmoreminuteswithastudentand
makesuretheyhavethatconceptnaileddownfirmly,Ms.Lassitersays.Inother
words,theteachercanstopbyandcheckinwithstudentswhoseeminglyneedextra
help.Itallowsforafewminutesofindividualinstructionduringawholegroupactivity.
Thisisimportantaccordingtochapter16because,immediatecorrectionandfeedback
areessentialtothesuccessofstudentswithmathdifficulties(p.458).Duringmath
journaltime,thestudentinneedcangetthatimmediatecorrectionandfeedbackfrom
his/herteacher.
IlovedwatchingthisvideobecauseIhavebeencuriousaboutmathjournalsand
thewaytheywork.Ihaveseenalotofdifferentformatsofmathjournalsonpinterest
buttheyallseemedoverwhelmingtoplanandcreatesofrequently.Iwashappytosee
Ms.Lassitersversionofthemathjournalwassimpleandeasytoputtogether.Having
takenovermathinmycooperatingclass,Iamanxioustotryimplementingmath
journalsasIrecognizeallthebenefitstheyprovideforstudentslearninginmath.