The document discusses a study that investigated whether using math journals increases students' retention of math terminology and strategies. The study was conducted in a 1st grade classroom where 19 students used math journals for one chapter and did not use them for another. Data showed that students' average test score increase was 23% with journals and 37% without, suggesting journals may not aid retention. However, journals can be a good assessment tool and way to differentiate instruction. Educators should consider time constraints and communicating the journal process to families.

1. WILL THE USE OF MATH
JOURNALS INCREASE
RETENTION OF MATH
TERMINOLOGY AND
STRATEGIES?
By: Sarah Neff

2. The School Setting
99.8%
0.2%
Ethnic Diversity
Caucasian 2 or more races
 Rural school district
 Enrollment: 498
 Elementary K-6
 Free/Discounted
Lunch Recipients:
44.2%
 Backpack Program:
2.4% (12 children)
 Demographics:
 Caucasian: 99.8%
(School Digger 2018)

3. The Classroom Setting
 1st grade- 19 students
 9 boys
 10 girls
 100% English speaking
 5 IEPs
 3 Speech
 1 Learning Support
 1 Gifted (GIEP)

4. Why this Question?
 Co-teacher/student teacher in agreement:
students need more practice with core skills
 Students have opportunity to practice
vocabulary and use new strategies
 Each day, students focus on previous day’s
skill in order to demonstrate retention of new
knowledge
 Great assessment tool
 Communication of the development of
mathematical thinking

5. Communicating With Families
Dear Families,
As we start chapter 8 in math, your child will be asked to
keep a daily journal that will track their progress. The journal
will be collected each day and then given back the following
day, right before math class where they will work on it again.
I am using the data from these journals to decide whether
or not keeping a journal in math is helping your child retain
new mathematical skills, and if we should keep doing it. When
we begin chapter 9, your child will no longer be keeping a
journal so that we can see how the data compares to one
another.
If you have any questions or concerns, please feel free to Dojo
or e-mail me at san1004@sru.edu!
Thank you, and happy math journaling!
-Miss Neff 
 Families were notified
of student’s
participation 1 day
prior to starting the
journal.

6. Review of Literature: Focusing on
Student Outcomes
Using Math Journals to Enhance Second Graders’ Communication of
Mathematical Thinking and Journaling as an Assessment Option
 Piaget’s concept of assimilation (the process of taking in and
fully understanding information or ideas) plays a key role as
(Kostos & Shin, 2010) write, “(math journals) help students
review and consolidate what is known or has been learned
and reformulate and extend ideas and practices.”
 “Writing prompts should relate to learning outcomes, aligning
both with instruction. Creating writing prompts helps the
teacher reflect on learning outcomes” (James, 2005).
 Using journals, students can communicate misconceptions
that teachers can address as well as frustrations they may be
experiencing in the learning environment.

7. Review of Literature: Accountability
in Journaling
The Invention Notebook Challenge and Science Notebooks as Learning
Tools
 According to Roman (2018), “students should make
entries everyday in their invention notebook in order to
advance their thinking and understanding of the solution
to an invention that they are creating.” Providing these
entries holds students accountable for their work.
 “Science notebooks are one means to engage students
with the scientific practices (observing and recording
observations and data)” (Fulton, 2017).
 Development of scientific thinking is evident as journals
become more in depth (Fulton, 2017).

8. Methodology
Will the use of math
journals increase
retention of math
terminology and
strategies?
Day 1:
Pre-Test
Day 2-11:
Previous day’s
lesson’s
journal,
current lesson
Day 12:
17
question
Post-Test
Data analyzed
and compared
to chapter 9,
without
journals

9. Chapter 8 Pre/Post-Test

10. Chapter 9 Pre/Post-Test

11. Journal
Student A Student B

12. Journal
Student A Student B

13. Journal
Student A Student B

14. Journal
Student A Student B

15. Data Collection
 1-10% increase: 0/19
 11-20% increase: 5/19
 21-30% increase: 3/19
 31-40% increase: 1/19
 41-50% increase: 2/19
 51-60% increase: 1/19
 61-70% increase: 2/19
 0-5% decrease: 2/19
 6-10% decrease: 2/19
 No increase or decrease: 1/19
 Pre-test Average: 57%
 Post-test Average: 80%
 Average Increase: 23%
 1-10% increase: 1/19
 11-20% increase: 1/19
 21-30% increase: 2/19
 31-40% increase: 4/19
 41-50% increase: 7/19
 51-60% increase: 1/19
 61-70% increase: 1/19
 No increase or decrease: 1/19
 Pre-test Average: 57%
 Post-test Average: 94%
 Average Increase: 37%
Chapter 8 Chapter 9

16. Chapter 8 Pre to Post-Test Data
(with journal)
1-10% increase
0%
11-20% increase
36%
21-30% increase
22%
31-40% increase
7%
41-50% increase
14%
51-60% increase
7%
61-70% increase
14%

17. Chapter 8 Pre to Post-Test Data
(with journal)
1-5% decrease
10%
6-10% decrease
11%
No decrease
79%

18. Chapter 9 Pre to Post-Test Data
(without journal)
1-10% increase
11%
11-20% increase
5%
21-30% increase
11%
31-30% increase
22%
41-50% increase
39%
51-60% increase
6%
61-70% increase
6%

19. Chapter 9 Pre to Post-Test Data
(without journal)
No decrease
100%
Decrease
0%

20. Total Increase in Retention Rate
37%
23%
0% 10% 20% 30% 40%
Chapter 9
Chapter 8
 The data demonstrates that students increased from
23% with a math journal to 37% without a math
journal from pre- to post-test: an increase of 14%.
 The data from both chapters suggests that the use of
a math journal does not necessarily aid in retention of
math terminology and strategies.

21. Terminology and Strategies used in
Journal
Key
Words
Sum
Subtract
Difference
Add
Strategie
s
Touch
Points
Tens/Ones
Chart
Hundred
Chart

22. Touch Points (Single-Digit
Addition)
1 2 3 4 5
6 7 8 9
12 + 7 = __

23. Tens/Ones Chart
T O
24 + 8 = __
T O

24. Implications
 For myself:
 If created a second time, include fewer questions as it
is almost a lesson in itself
 Great assessment tool before test
 Differentiate instruction
 Create rubric for unbiased results
 “Apples to apples” vs. “apples to oranges”
 For other educators:
 Time constraints
 Hard to fit into classroom schedule
 Differentiate instruction
 Use as assessment before test

25. Implications (cont’d.)
 For families:
 Explain process of
implementation prior
to students
journaling
 Encourage more
home use by
sending problems
home for homework

26. Abstract
Fulton, L. (2017). Methods and Strategies: Science Notebooks
as Learning Tools. Science And Children, 54(6), 80-85.
James, A. (2005). Journaling as an Assessment Option.
Teaching Elementary Physical Education, 16(5), 42-44.
Kostos, K., & Shin, E. (2010). Using Math Journals to Enhance
Second Graders' Communication of Mathematical Thinking.
Early Childhood Education Journal, 38(3), 223-231.
Roman, H. T. (2018). the invention notebook challenge.
Technology & Engineering Teacher, 77(6), 41-43.