ERIC Number: EJ1141657
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Exploring the Impact of Written Reflections on Learning in the Elementary Mathematics Classroom
Martin, Christie S.; Polly, Drew; Kissel, Brian
Journal of Educational Research, v110 n5 p538-553 2017
The authors examined the implementation of written reflections in a Grade 4 mathematics classroom over the course of 8 weeks. Students in this case study engaged in a workshop modeled after Calkin's Writers' Workshop and within this workshop the use of writing as a reflective tool in mathematics was introduced. The authors explore how students used writing to evaluate their learning and how the teacher used the students' written reflections as a formative assessment for instructional purposes. Students' written reflections were coded and these codes were used to conduct an inductive thematic analysis. Analysis of written reflections via constant-comparison analysis was used for further differentiation. The findings show students' ability to accurately self-evaluate their problem-solving skills and highlighted students' confidence level with certain mathematical concepts. Teachers were able to use students' reflections as a place to begin conferring with a student for further clarification. The written reflections aided in instructional decisions and increased individual instruction when needed. The authors include implications for teacher practice and areas for future research.
Descriptors: Case Studies, Qualitative Research, Mathematics Instruction, Elementary School Mathematics, Reflection, Metacognition, Workshops, Formative Evaluation, Grade 4, Elementary School Students, Mathematical Concepts, Writing Exercises, Observation, Student Journals
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A