Journal writing and mathematics instruction

Inquiry Based Mathematics Instruction Versus Traditional Mathematics Instruction: The Effect on Student Understanding and Comprehension in an Eighth Grade Pre-Algebra Classroom

“…Journal-The keeping of a log or personal notebook, where students can write down any thought related to their mathematics learning, throughout the whole course (Borasi & Rose, 1989).…”

“…Journal writing in mathematics class consists of reflections on material learned in class, reactions to readings or lectures, or responses to open-ended assignments (Borasi & Rose, 1989).…”

“…Most mathematics students (and some teachers) seem to interpret the students' role as essentially acquiring (i.e., memorizing) facts and algorithms that can be immediately applied to the solution of given exercises; few students expect mathematics to be meaningful and fewer still see mathematics as a creative undertaking. Consequently, students are too often content with externally manipulating symbols and doing routine problems, without ever reaching a deep and personal understanding of the material (Borasi & Rose, 1989). Inquiry based mathematics incorporates writing in mathematics which highlights this misconception and provides a natural teaching opportunity for developing students' mathematical reasoning skills.…”

“…Many are content with doing routine problems and never having an apt understanding of the principles behind why the math they are doing works. It is fair to say that students can be successful in the short-term, as far as testing is concerned but, without a deeper understanding and problem-solving skills required in mathematics, they will never be successful in the long run (Borasi & Rose, 1989). …”

Effects of reflective journal writing to mathematics self-efficacy in reciprocal peer tutoring

“…저널쓰기와 관련된 선행연구의 결과를 살펴보면 ( Bandura & Zimmerman, 1994;Perl, 1994) ( Manning & Manning, 1996), 수학 저널은 학생들이 수 학에서 중심이 되는 개념과 어휘를 모두 파악하는 데 도 움이 되며, 학생들의 개념에 대한 이해를 결정하는 진단 도구로서의 사용될 수 있다고 하였다 (Moore, 1991) 수학교과에서 수행된 저널쓰기 활동과 관련된 선행연 구 결과 (김미란, 송영무, 2006;김혜정, 정동권, 2008;이 미정, 2006;이인태, 2008;Borasi & Rose, 1989;Clarke, Waywood & Stephens, 1993;Steele, 2005 [표 3] 수학자기효능감 척도의 하위 요소의 정의 (이상희, 2012, p. 588) [ (이인태, 2008;이미정, 2006;Mett, 1987;Miller & England, 1989;Powell & Lopez, 1989;Stempien & Borasi, 1985 (Schunk, 1984), 향상된 자 기효능감은 학업성취향상뿐만 아니라 이후의 학습 상황 에서도 긍정적인 영향을 미치기 때문에 (Rueda & Dembo, 1995), 교사가 간과해서는 안 되는 중요한 정의 적 특성 중 하나이다. 학생들은 반성적 저널쓰기를 통해 서 무엇을 느끼는지, 무엇을 알고 있으며, 무엇을 하고 있는지, 왜 하는지, 어떻게 해야만 하는지, 무엇이 잘못 되었는지의 이유를 알 수 있기 때문에 수학 학습에 있어 서 저널쓰기는 아주 효과적인 방법이라 할 수 있다.…”