The Use of Math Journals to Impact the Mathematical Word Problem Solving Skills of Self-Contained Middle School Special Education Students

Abstract

This study investigates the impact of incorporating writing, specifically through math journals, on the problem-solving skills of middle school self-contained special education students. This study is intended to answer the question of how the utilization of a math journal impacts the problem-solving skills of middle school self-contained special education students when addressing math word problems. Motivated by the need to instruct students on mathematical problem solving strategies and address low standardized testing scores in mathematics, the study proposes a Daily Math Journal intervention to enhance critical thinking and writing skills. The central research question revolves around understanding how the utilization of math journals influences the problem-solving skills and perceptions of special education students when solving mathematical word problems. The study examines the research question using a mixed method approach to data collection and analysis. Educationally, the study offers insights for teachers, highlighting the advantages and challenges of using math journals to enhance problem-solving abilities. The findings underscore the cognitive benefits of expressing critical thinking through writing and engaging in collaborative discussions, extending beyond the mathematics classroom. Through this investigation, three key conclusions emerge: (1) Math journal use increases student engagement and enjoyment in solving mathematical word problems, (2) students' attitudes and confidence levels improve, and (3) problem-solving in mathematical word problems is positively influenced by incorporating writing in math journals. The research highlights the need for further investigation on this topic and the conclusions of this study and underscores the advantages associated with integrating writing into mathematics instruction.