Children’s discursive representations of their mathematical thinking: an action research study

Abstract

This action research study investigates the effectiveness of math journals, a writing-to-learn in mathematics tool, for improving grade one students’ communication of and understanding in mathematics. The relevant literature is comprehensively reviewed. Data collection takes the form of: pre-and post-questionnaires, samples of student math journal entries, teacher-research observations of student writing, and teacher-researcher field notes. The data gathered from four diverse students is selected, analyzed, and discussed. The findings suggest that students’ use of math journals can be: an effective means of enhancing learning and communication in mathematics; a way for the teacher to learn more about students’ mathematical thinking; and, a vehicle for encouraging written/drawn dialogue between students and the teacher, hence, informing ongoing instruction.