The effect of journal writing on the learning of mathematical concepts and problem solving skills by preservice elementary teachers at the University of Tennessee, Knoxville

Elementary school teachers play a critical role in the development of their students' mathematical abilities. Therefore it is of vital importance that they are competent in the mathematics of the elementary school. However, many prospective elementary teachers view mathematics as a very difficult subject and have little confidence in their ability.

This experimental study examined the effects of journal writing as a means of learning mathematical concepts and improving the problem solving skills of preservice elementary teachers enrolled in "Structure of the Number System," at the University of Tennessee, Knoxville. The study was done in two parts. The first was a short term study of one quarter duration. The second part was a long-term study which examined the work of those students who remained in the same treatment group for a second quarter. A problem-solving pretest was given at the beginning of the study. Each quarter, the students took three mathematical content examinations and a problem-solving posttest. The mean scores of the experimental group and the control group were compared using independent means t-tests.

Students in the experimental class were given eighteen open-ended journal writing assignments each quarter. The topics included mathematical concepts, attitudes, goal setting, and reflection upon previous work. Students in the control class were given a quiz over the homework every Friday. The same lecture was presented to both groups and both groups were assigned the same homework.

The study showed no significant differences (p < .05) between mean scores of the experimental group and the control group on either the problem-solving posttest or the mathematical content examinations.

Student reactions were positive. The students indicated that journal writing helped them to understand mathematical content, helped to relieve anxiety and frustration, and improved their relationship with the instructor.

Results of this study indicated that journal writing in a mathematics class of preservice elementary teachers was as effective as weekly quizzes in preparing the students for mathematical content examinations while eliminating the anxiety and pressure that many of the students associated with a weekly quiz.