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dc.contributor.advisorVan Voorst, Conrad
dc.contributor.authorGianvecchio, Anthony
dc.date.accessioned2021-09-07T21:43:12Z
dc.date.available2021-09-07T21:43:12Z
dc.date.issued12/1/2009
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5113
dc.description.abstractIn the last two decades literacy has been the focus across all content areas, including mathematics, allowing students to demonstrate their thinking processes and understanding. The purpose of this qualitative study was to discover if journal writing in math improves middle school students' ability to gain a greater understanding of the processes involved in mathematical reasoning. Students in an eighth grade math class in a suburban middle school in Western New York completed journal entries at the start of a new unit to discern knowledge of the topic. The conclusions imply that journal writing aids in student mathematical learning. Math journals not only help instructors in understanding students' feelings, but also help students demonstrate their mathematical thinking processes and understanding.
dc.subjectMath Literacy
dc.subjectContent Areas
dc.subjectJournal Writing
dc.subjectMathematical Reasoning
dc.subjectMath Comprehension
dc.titleJournal Writing: Taking Math Instruction to the Next Level
dc.typethesis
refterms.dateFOA2021-09-07T21:43:12Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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