Effects of a guided written math journal on impacting understanding of vocabulary and mathematical processes of 7th grade math regular

students.

Karen Sullivan Kimbrough Middle School Mesquite Independent School District Cohort 2013

In Partial Fulfillment of the Course EDCI 595 Research Methods and Techniques

December 2012

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Table of Contents Topic

Introduction and Background The Problem Research Question Main Question Sub-Questions Subjects Involved in the Study Research Design Methodology Implementation Plan Review of the Professional Literature Data Collection and Analysis Research Findings Conclusions Action Plan References

Page
3 4 5 6 6 6 6 7 7 8 12 14 18 19 20

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Effects of a guided written math journal on impacting understanding of vocabulary and mathematical processes of 7th grade math regular students. Introduction and Background I am currently teaching in my ninth year as a middle school 7th grade mathematics teacher in the Mesquite Independent School District. Mesquite ISD services 37,000 students on 46 campuses. There are 36 elementary schools, 8 middle schools, and 5 high schools. Ninety-one percent of the campuses hold recognized or exemplary ratings. The ethnic and economic distribution of our district is depicted in Table 1 below:

Table 1: Ethnic/Economic breakdown of students in Mesquite ISD Ethnicity/other in District African Americans Hispanic White American Indian Asian Pacific Islander 2 or more races Economic Disadvantaged Special Education Percent of Total 24.50% 48% 22.30% 0.70% 2.20% 0.10% 2.10% 65.50% 11.30%

Kimbrough Middle School serves 861 seventh and eighth grade students with 68 teachers, 8 classroom paraprofessionals, three administrators, counselor, registrar, nurse, and three office staff. The school has 39 classrooms and 4 portable buildings that also serve as classrooms. The ethnic and economic distribution of Kimbrough Middle School students is shown in Table 2 below:

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Table 2: Ethnic/Economic breakdown of the students at Kimbrough MS Ethnicity/other in KMS African Americans Hispanic White American Indian Asian Pacific Islander 2 or more races Economic Disadvantaged Special Education Free and Reduced Lunch Percent of Total 23.20% 33.50% 35.30% 0.90% 4.60% 0.10% 2.30% 48.80% 12.80% 46%

In the 20 years Kimbrough Middle School has been open in Mesquite, Texas, the Texas Education Agency has given them rankings from Exemplary to Recognized to Acceptable. The ethnic and socio-economic factors of the student population have and continue to change. As noted in Table 2, 48.8% of Kimbroughs students are labeled economically disadvantaged, with 46% qualified for Free and Reduced Lunch. About 12.8% of the students are labeled under the special education umbrella. Kimbrough operates under the team teaching concept, and I serve as Team Leader for one of the 7th grade teams. This year I teach three classes of regular 7th grade math, one class of Pre-AP math, and one Gifted/Talented class, whose students are taught a combination of 7th and 8th grade math curriculum. The Problem Seventh grade mathematics can be a difficult subject if the student does not have a solid mathematics foundation. Since my students come from 4 different elementary schools in Mesquite, some students from other school districts, and some from other states, I can not be sure what exactly was taught or to what extent. Then, even if it was taught, I cannot be certain as to what was retained or actually learned. With limited time in each class period and limited

time to teach each new concept or skill in 7th grade, I find myself challenged and exhausted

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trying to re-teach some skills, while adding new information that is prescribed by the state and MISD. Disinterested students, lazy students, and immature students all add to the challenge of teaching in todays classrooms. With many ESL/LEP students, I also find the language barrier to be another challenge. I have read and believe that writing and explaining can help a student to really learn and retain the information presented. Therefore, for this research I wanted to investigate the use of writing a guided math journal to increase knowledge and retention of math vocabulary and math processes. I wanted to concentrate on students in my regular classrooms, because usually the Gifted/Talented students almost all have good knowledge and skills of previously taught concepts. I have noticed that most of the Pre-AP students also have good skills and knowledge and the desire to work and do well. Some of the regular math students have good skills, but many are lacking some concept or skill needed for them to move forward and be successful in future math classes. Many also express a dislike for math altogether. Therefore, I wanted to try using a guided math journal so that students could actually write about mathematical concepts, skills, and vocabulary. Much research has shown that when a student writes, he/she retains more of the information provided or taught. I hoped to learn that by studying and learning vocabulary and allowing students to write about math, they would learn and retain more. Research Questions In order to address my topic and provide direction to the study, it is important to generate research questions. What follows are the main research question for the study and several sub questions aligned to the main question.

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Main Research Question What effect will a guided written math journal have on impacting understanding of math vocabulary and mathematical processes for 7th grade regular students? Sub-questions I addressed the following sub-questions, which are directly related to my main research question: 1. What effect will a guided written math journal have on impacting knowledge of math vocabulary? 2. What effect will a guided written math journal have on using the correct math process? 3. What effect will a guided written math journal have on test scores? Subjects Involved in the Study Students in my 1st, 2nd, and 3rd period regular math classes will be the focus of my research. I will look at the classes as a whole, and then also look at ability levels of those classes. I will group them after this First Six Weeks grading period. Although, these classes have a variety of ability levels, I want to determine if each ability level can improve with the guided written math journal. I want to carefully watch those lower ability students to determine if and how much the guided written math journal might increase their knowledge of vocabulary, use of math processes, and their attitude and confidence toward mathematics. Research Design The main question I am seeking to answer through this research is, What effect will a guided written math journal have on impacting understanding of math vocabulary and mathematical processes for 7th grade regular students? In this part of the proposal I will describe my methodology and plan for implementing the study.

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Methodology I required students to provide a composition book to use as their guided written math journal. We used it for some study guides, such as a foldable that we glued into the book. I also asked them to write their feelings about math. We used the journal for some simple notes and procedures, so that they will have had practice in picking up the journal, writing in it, and returning it to proper place in the classroom at the end of class. I prepared and gave all students a Pre-Test for vocabulary for the new unit we started for this new six weeks grading period, and informed them that they would be taking another vocabulary test after study of the unit is completed. Pre and post-vocabulary tests were given for the next two units studied, also. Each day, as we discussed and worked through the new lesson, we reviewed the vocabulary. I devised this plan using ideas from various classes, reading articles, and talking with other teachers. I tried to combine some activities that might be of interest to my students, but also be beneficial in the learning process. In the past, I required students to complete notes as new units were introduced. Vocabulary was introduced and discussed, but I never specifically gave vocabulary only pre-and post-tests. I also required students write about the new concepts and processes for working or solving problems. They were asked to write complete sentences and explain different solutions, processes, or steps that were used to find a solution. Time was allowed for sharing thoughts and what was written. Implementation Plan I started this research at the beginning of the 2nd Six Weeks grading period. I used the students average class grade from the 1st Six Weeks and from the 1st CBA Test to compare to the 2nd Six Weeks for my 1st, 2nd, and 3rd period classes. The first week, I started by giving students the pre-test for vocabulary, followed by guided journal writing, vocabulary activities, group

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discussions. Then, at end of unit, students took the post-vocabulary test. The Unit Test was also given at the end of the Unit, which continued on into the second week of the grading period. The third week started a new unit, and I started again with the pre-test for vocabulary, guided journal writing, vocabulary activities, group discussions, post-test for vocabulary and then the Unit Test. This process was followed again for the third unit covered. I gathered all the data from pre-and post-vocabulary tests, Unit Tests, CBA tests, and final grades to finalize data and discover conclusions. At this time, I combined data in appropriate graphs to reflect the results of the study. I hoped to discover whether these steps improved the vocabulary knowledge and whether class averages and average test grades improved. Review of the Professional Literature As many teachers, I wanted to make a difference and help students understand and succeed in learning math. I thought that learning basic computations skills well would be the cornerstone of building a solid foundation to learning other math skills and I think that is still true, but I have become aware that writing can and should be a key component in the mathematics classroom. Communication is described in the Principles and Standards of Mathematics (NCTM, 2000) as discussion of and writing about a math topic as ways of organizing and clarifying ones thinking and understanding of the concept being studied. Wolfram Verlaans (2009) article states that writing in the mathematics classroom is effective in improving mathematical understanding(p. 185), yet, writing is still not an accepted and integral part of the nations public education math curriculum (p. 185). Articles, staff development, and studies stress the importance of writing, and that is the reason I wanted to try a guided written math journal in my math classroom. In this article, Writing in Math, the author, Marilyn Burns (2004) discusses her change in thinking that writing in math class supports learning because it requires students to organize,

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clarify, and reflect on their ideas. (p.30). Although writing in math differs from other writings, this author was able to assess her students progress and begin to realize their misconceptions and feelings about math. She used the following four categories of writing assignments: journals or logs, solving math problems, explaining mathematical ideas, and writing about learning processes. (p. 30-31). These different types of writing categories allow useful information for assessment. Burns explains that the journals or logs provide a chronological record of the students learning. She would post topic suggestions in the beginning, then would ask students to write about a specific lesson or topic. At times she allowed students to work together, but each student would still need to write his/her own paper, because writing requires students to clarify their thinking. (p. 31). Burns used a variety of writing activities and made it a regular part of her class. She suggested teachers incorporate writing and explain to students that writing supports their learning and helps the teacher with assessment, and with teaching them better. Proper vocabulary knowledge and use are important, and she suggested discussion and maintaining a class chart for students to refer to as needed in their writing. Burns explained that students should discuss their ideas with the class, with partners, or in small groups before writing. Then, they might share their papers or the teacher could use them for other activities even for parent conferences. This article explained details of specific lessons or questions and how students responded. In conclusion, the author challenged math teachers to implement writing into their math classroom as The National Council of Teachers of Mathematics has acknowledged it an important component of math instruction. Much of mathematics is a process of skills and patterns on which students build their knowledge for problem solving. Nancy Staal (2011) realized that her method of teaching writing was very similar to a local universitys mathematics educators method of teaching math. (p.

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225). Just as in writing, they wanted their students to see mathematics as a process, (p.225) and just as effective writers employ creativity, perseverance, and revising, effective mathematicians also use these same qualities as they problem solve. (p. 225). Staal wanted to know her students thought process and encouraged them to write what they were thinking. (p. 230). She discovered that her students were making connections and had a deeper understanding (p.232) than when they first explored a concept. She stated that they were more willing to discuss and share their work and ideas. Both writing and math require purposeful teaching. (p.232). The United States public education system has fallen behind those of other countries and gaps exist in educational achievement between students from different ethnic and socioeconomic backgrounds. Those gaps have been measured in terms of reading and math skills. Mathematical ability is a key requirement for many jobs. Verlaan (2009) writes, recent studies indicate that writing has been effective in improving reading comprehension, and reading comprehension seems to be strongly correlated to mathematical problem solving ability. (p. 182). He states that middle school students who write, feel less inhibited in asking more questions in a written format, which led to improvements in their mathematics understanding. (p. 186). Writing not only improves students understanding of mathematical concepts, but also provides the instructor valuable diagnostic and assessment information regarding the students thinking processes that would other wise not be available. (p. 186). The act of writing about mathematics allows students to take ownership of that same language so that they are able to construct a more thorough understanding for themselves than they otherwise might. (p. 194). Burns and Silbeys (2001) article in Instructor state that a math journal is one of the best ways to introduce writing into your math class. It helps students stretch their thinking and

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make sense of problems that can sometimes leave them confused or frustrated. (p. 18). Journals allow students a place to express their thoughts and keep track of their reasoning. (p. 18). Journals may be used in a variety of ways that meet the needs of the students and the teacher. They may be used for writing prompts or specific needs, such as vocabulary. Teachers should give specific feedback to assess a students progress, but focus on the mathematics in the task and indicate interest in how they think and reason. (p. 18). Writing in a mathematics classroom, I believe, will deepen students understanding as long as there is knowledge and understanding of the mathematic vocabulary. Hea-Jin Lees article (2007) refers to his concern as to why students were missing particular questions. He found that frequently it was because of the unfamiliar vocabulary. (p 122). He explains that a key component in understanding mathematics is learning the vocabulary. (p. 122). Students need to understand and be able to communicate about concepts and processes using the proper vocabulary. As students become more familiar with correct vocabulary, they become more comfortable with the subject matter, which helps improve their self-esteem about learning math and leads them to tackle work that challenges them. (p. 126). As language skills become increasingly important, Margaret E. Pierce (2009) states the depth and breadth of a childs mathematical vocabulary is more likely than ever to influence a childs success in math.(p.239). She explains that sub technical words have a common meaning that students generally know, however they also have a less common, mathematical denotation. (p. 240). She states this ambiguity of meaning can be difficult for students. (p. 240). As in other subjects, the use of various methods of teaching vocabulary is of great importance for students reading comprehension, which is of critical importance for mathematical problem solving.

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Students writing and learning vocabulary both help them gain better understanding of mathematical concepts and processes. Brad Wilcox (2011) explores writing with revision and writing without revision. He describes how some teachers allow students to write in response to prompts, for explanation of concepts, or vocabulary, or to review preciously learned material.(p.522). Teachers found that the quality of the learning logs improved as students shared their work. (p. 522). It was also observed that the quality of student discussion of mathematics during lessons was richer when students were expected to write. (p. 522). Discovering the connections between learning proper mathematical vocabulary and journal writing and the increased comprehension and understanding of mathematical concepts and processes makes me wonder why teachers are not writing daily. Data Collection and Analysis In order to discuss the sub-questions of my study, I identified the data required to answer the questions, ways that data was analyzed, and how the finding was presented in the final report. Below are all of the data collection and analysis procedures presented for each sub-question. My first sub-question states: What effect will a guided written math journal have on impacting knowledge of math vocabulary? I administered the vocabulary pre-test before the introduction of the new unit, and then administered it again after completing the unit lessons. The pre-test and post-test were administered individually to each student. Students completed the tests without being allowed to ask any questions or gain any assistance. There were several ways I wanted to look at the data. I wanted to look at the class averages for the pre- and postvocabulary test of my 1st, 2nd, and 3rd period classes. Then, I created a graph to illustrate the three class averages and the changes in averages from the administration of the pre-test and the posttest.

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My second sub-question states: What effect will a guided written math journal have on using the correct math process? I not only taught the new concepts and math processes, but also guided students to write in their math journal about the new information. As we worked through the new problems and concepts for solving problems, I guided students to write along side their work in anticipation of them clarifying the steps and procedures they will need to solve the problems. Students were also asked to write the information again in warm-ups, on homework, and then, finally on tests. I attempted to gather data regarding these particular questions on tests, but no real information with which I could compare. What I hoped to see were students using the correct process and thinking through the steps to be successful. As important as I believe this question and information is, I was not totally sure how to measure the outcome or if the use of the journal could be credited. My third sub-question states: What effect will a guided written math journal have on test scores? Since the First Six Weeks ended, I used the 1st, 2nd, and 3rd period students class averages to make a graph and compared them to the averages of this Second Six Weeks. I looked at data for the Unit Tests and also used the CBA (Six Weeks Test) Test scores for comparison. Since these two grading periods cover different concepts and skills, the comparisions might not be fair. I not only taught the new concepts and math processes, but also guided students to write in their math journal about the new information. As we worked through the new information, I guided students to write along side their work in anticipation of them clarifying the information they needed to solve the problems. Students were also asked to write the information again in warm-ups, on homework, and then, finally on tests.

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I tried to incorporate more movement and discussion time in my classroom in order to retain student attention and interest. Math is usually not one of the subjects students claim to love or to love to do the work assigned. Many students lack of understanding and confidence in the subject area, cause many students to give up. With the use of the guided written math journal, I wanted to determine if students knowledge increased and then, their confidence in their ability also increased. With the writing, working, writing, discussing, and writing about math, I hoped students gained confidence about their math skills and understanding. With the

added discussion time in class, I looked to see students talking about math and explaining their ideas. As I have become acquainted with my students, I know which ones lack confidence in their math knowledge. This anticipated increase in confidence was seen on improved test scores, but their actual feeling about their math skills was not something I could measure. Research Findings Findings of the study are presented here according to each sub-question in the study. Sub-question one stated: What effect will a guided written math journal have on impacting knowledge of math vocabulary? At the beginning of each of the next three units in the 7th grade mathematics curriculum, my 1st, 2nd, and 3rd period regular math students were given a pre-test of the vocabulary in the new unit. Students worked independently to complete their definitions of the vocabulary. Some words were familiar and some were unknown to the students. I informed them that this information was to be used to determine what they knew and did not know. I told them that they would be given another test with the same words at the end of the units studied. The results for the pre-and post- tests for 1st, 2nd, and 3rd period classes for Units 5, 6, and 7 are shown below in Chart 1.

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Chart 1: Vocabulary Pre- and Post-Tests Percent Passing by Class.

As seen in Chart 1, the percent passing for the vocabulary tests in all three classes improved. This proves to me that with extra effort in presentation, review, and student writing of the vocabulary definitions, students showed a definite improvement in their knowledge of the vocabulary. The pre-test percent passing scores were below 50%, except for 3rd period which was just a little above. The post-test results all revealed 70% passing or better for all three classes. Vocabulary has proven to be important in any subject area, but mathematics has so many terms or words that have other meanings in other settings. Therefore, it is even more important that students understand the vocabulary for use in a mathematics classroom. These results were even better than I expected, and proved to me that writing in math class is important and beneficial. Sub-question two stated: What effect will a guided written math journal have on using the correct math process? Although, I teach and model to my students the how and why of using the correct math process to solve a problem, students do not always really understand or comprehend the importance of following each step. In the lessons, I modeled for the students the

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proper steps to follow. Then, I wrote the process in words out beside each step, so students could read to find the solution using that process. Students were guided to write and solve problems in their math journals. Some homework questions required students to write the steps. I asked them to write as if they were explaining to someone who had never seen this information. Some test questions asked for explanations of proper steps or asked which steps were used first, or second, or last. See Chart 2 below for class average comparision for 1st, 2nd, and 3rd periods. Chart 2: Class Grade Average Comparision for 1st, 2nd, 3rd Period Classes

As one can see in Chart 2, the class average dropped in all classes from First Six Weeks to the Second Six Weeks. I did notice more students actually taking the time to show work and follow the proper steps on their homework and on their tests. As students wrote the information in words, I recognized more students grasping the information and understanding the how and often the why of a process. Unfortunately, the data of the comparision of the Six Weeks Average does not show the improvement or knowledge gained. On math homework or a test, there are so many other variables to consider to find a solution that gathering proper data can be overwhelming. Since I graded the papers, I recognized and was able to give partial credit for

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those following the correct process. But students often make computation errors that cause them to also lose points, and therefore not always improve their grades. One has to consider that different concepts and skills are taught each Six Weeks, which makes comparisions difficult. I can feel confident that writing in the math journal does help students understand, retain, and use the correct math process steps, but I did not have the data to support those findings. Sub-question three stated: What effect will a guided written math journal have on test scores? Studying vocabulary and using the correct math process both contribute to the necessary knowledge for improvement in math class. There are so many steps, new skills, prior knowledge and computation skills that students have to master in order to be successful in a math class. Prior knowledge and new skills are tested at the end of each six weeks period with a district wide CBA Test. All seventh graders in Mesquite ISD are given the same 15-20 question test to assess the students, the teachers, and the curriculum. See Chart 3 below for comparison of CBA Test grades for 1st, 2nd, and 3rd period classes. Chart 3: First and Second CBA Test Averages for 1st, 2nd, and 3rd Period Classes

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Chart 3 above shows a decline in CBA Test score averages from the First to the Second Six Weeks, but that data can be deceiving. One has to understand that the First Six Weeks includes some review lessons, that one might consider to be less challenging to the students. Although this data may not appear impressive, my students averages were higher than the other 7th graders at Kimbrough Middle School and the 7th graders in the other Mesquite middle schools. Although, there is always room for improvement, I can honestly say I am proud of most of my students efforts. Conclusion This action research project was quite a challenge, but provided some interesting results and proved the importance of student writing even in mathematics classes. I learned that using a guided written math journal can impact a students learning of vocabulary and mathematical processes. I believe that by writing about something, students begin to own and understand the information. I also discovered that by writing, students are more engaged and for the most part, more interested in the topic. Many of my students love to draw, so I think I might try to incorporate more writing activities that also allow students to draw some of the information. Many vocabulary words allow themselves to be defined by words and by pictures or illustrations. Those illustrations could help some students understand and remember the definitions. I am going to continue with the guided written math journal. I want to be able to clarify more process writing and help students find ways to remember the mathematical and the written steps. This project also helped remind me how my students might feel when they are overwhelmed and confused about an assignment. Although, the research instructions and lessons were very detailed, explained well, and organized, I found myself stressed and frustrated. I came to realize this was an exercise in discipline, organization, and stamina, just like teaching 7th

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graders to be organized, disciplined in their work and attitudes, and encouraging them not to give up. This project helped me see my classroom from my students eyes. I have high expectations for my students, but sometimes forget that they might be confused and frustrated with so much new information presented so fast. I want to continue stressing the importance of mathematical vocabulary. Workshops that I have attended and articles that I have read, stress the importance of proper vocabulary for every subject area. It has been proven to help students at all ability levels and all age levels improve their grades and their knowledge of a particular subject. As with anything new or unfamiliar, writing is one of those activities that a teacher will have to incorporate into the daily routine. With so much material to cover in so little time, time for writing will be a challenge. Action Plan As I stated in the conclusion, I plan to continue with the guided written math journal. I plan to try some different writing prompts, while continuing with the vocabulary activities and the written processes. I want to possibly use more foldable that students could glue into their journal. Im not sure what changes I might make, but would like to try a variety of writing activities. Just like practicing a skill or sport, I believe students should practice math computation skills and problem solving with the proper process. I still plan to assign homework, but will try to be more aware of student frustration level, and try to use more written activities and more partner writing activities. Some of the lower students sometimes need a little more guidance and examples to be able to work on their own. I have already talked with the other 7th grade math teachers in my building about the guided written math journal. We have discussed how we might all refine and incorporate it into all of our classes next year.

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References Burns, M. (2004). Writing in math. Educational Leadership, 62(2), 30-33. Burns, M., & Silbey, R. (2001). Boost real learning. Instructor, 110(7), 18. Hea-Jim Lee, L. (2007). Teaching mathematics vocabulary to diverse groups. Intervention in School and Clinic, 43(2), 121-126. Mallia, J., Pawloski, D., & Daisey , P. (2012). The write stuff: Producing a how to book. Mathematics Teaching in the Middle School, 17(6), 366 National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards of School mathematics. Reston, VA. Pierce, M., & Fontaine, M. (2009). Designing vocabulary instruction in mathematics. The Reading Teacher, 63(3), 239-243. Staal, N., & Wells, P. (2011). Teaching math is all write. Teaching Children Mathematics, 18(4), 224-232. Verlaan, W. (2009). Making writing count: Writing as a means of improving mathematics learning. In Texas A & M - Corpus Christi (Eds.), CEDER Yearbook (pp. 179-198). Corpus Christi: Texas A & M - Corpus Christi. Wilcox, B., & Monroe, E. (2011). Integrating writing and mathematics. The Reading Teacher, 64(7), 521-529.

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