COURSE TITLE:
USING MATH JOURNALS TO ENHANCE STUDENT LEARNING
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
JESSICA DEHL, M.Ed.
925/989-1378
jessicadehl@gmail.com
30
30
COURSE DESCRIPTION:
Many students in elementary and middle schools experience math as only a set of rules and
procedures that are memorized and repeated on tests. Writing in math allows students to see that math is
more than right or wrong answers. The use of journals, learning logs, and math stories, can help students
improve their ability to reason and teaches them to put what they are learning into their own words, so that
they can make a connection with it. This course is designed to help teacherʼs implement math and language
arts strategies through the use of math journals, blending research and practical approaches for meeting the
NCTM standards for grades K-8. This course will incorporate daily journals as a writing tool to achieve math
goals. The information is designed to help teachers link math to language arts and beyond as a method to
improve math instruction and inquiry.
NOTE: After registering, call or email the instructor for a conference.
LEARNING OUTCOMES:
• Make math learning more constructive and active
• Instruct students with skills and opportunities to write in their own words what they know, what
they donʼt understand, and questions they may have
• Provide students the opportunity to express in visual terms what they know
• Write your own math autobiography
• Help students reflect on earliest math memories to write their own math autobiography
• Resources providing ideas about combining math and writing in creative and challenging ways
• Ideas on how to implement math journals into district adopted math texts.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
Using Math Journals
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED TEXT
• Writing to Learn Math by Joan Countryman
• Write Starts: 101 Writing Prompts For Math by Margaret McIntosh
• One additional book from the bibliography
MATERIAL FEE
None
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Using Math Journals
Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION:
Assignment #1:
In a 1-2 page Introduction describe your current professional situation, some low and high points in your
teaching career and say why you chose this course.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #1ʼ
Assignment #2:
Read Writing to Learn Math and begin your own math journal, keeping a chapter-by-chapter log of
thoughts and ideas you obtain from the reading.
Assignment #3:
Read Write Starts: 101 Writing Prompts For Math and include in your math journal, writing prompts and
responses for ten days.
Assignment #4:
Select one additional text from the bibliography and include in your journal how you can incorporate this
information into your math curriculum.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning) or with students in another teacherʼs summer classroom in session.
Assignment #5:
(Required for 400 and 500 Level)
After reading Chapter Three of Writing to Learn Math, reflect on your own earliest math memories.
Write your own math story, share with your students and have them write their own.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #5ʼ
Assignment #6:
(Required for 400 and 500 Level)
Write five journal entries for math vocabulary or concepts using your district adopted math textbook.
Include both written word examples as well as visual.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #6ʼ
Assignment #7:
(Required for 400 and 500 Level)
While reading Write Starts: 101 Writing Prompts For Math, write five journal prompts that would either
provide you with insight on your students feelings towards math or would enhance their understanding of
a mathematical concept being taught.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #7ʼ
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Assignment #8:
(Required for 400 and 500 Level)
Develop a lesson plan using a specific math concept to teach your students to use their math journal.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #8ʼ
Assignment #9:
(Required for 400 and 500 Level)
Develop or use the sample criteria worksheet to assess and/or give students feedback. Write a 3-5 page
paper explaining your plans, how you will implement them, your students attitudes & results.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #9ʼ
500 LEVEL ASSIGNMENT:
Assignment #10:
(500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Read an additional book from the Bibliography and write a response paper, 4-6 pages that supports or
disagrees with what you have learned in this class.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #10-Aʼ
OR
Option B)
Develop writing prompts to accompany concepts taught in the major chapters of your district adopted
math text.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #10-Bʼ
OR
Option C)
Share what you have learned in this course with a colleague or group of teachers at your grade level.
Write a 3-4 page paper summarizing of what you shared and their thoughts and/ or reactions.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #10-Cʼ
OR
Option D)
Plan an in-service for teachers at your grade level in which you share with them what you have
learned from this course. Outline in 4-6 pages what information and materials will be shared. Your
outline should be accompanied by:
(a) A course schedule similar to the one attached to this syllabus in which you detail what you will
do and why, and
(b) A written summary of the main strategies you want to convey, and
(c) Copies or descriptions of overheads or charts you will present.
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #10-Dʼ
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #11:
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: jessicadehl@gmail.com. Subject line to read ʻMath Journals #11ʼ
INSTRUCTOR EVALUATION OF WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Jessica Dehl, M.Ed., earned her teaching credential at California Polytechnic University San
Luis Obispo (Cal Poly) on the central coast of California where she completed courses to
become BCLAD (Bilingual Cross-cultural Language & Academic Development Certificate)
certified. She then continued her education in Oregon at Concordia University earning a masters
degree in education and also completing courses for a reading endorsement.
Jessica currently teaches at a title one, low income school in Hillsboro. The school had been
involved in the reading first grant for five years and during that time Jessica was able to take
advantage of numerous training and was able to use multiple assessment measures in both
reading and math. Jessica has taught 2nd-6th grade and is currently teaching 5th. She prides
herself in having the most school spirit and is constantly looking for ways to make students feel
like they belong and own a piece of the school they attend.
Jessica comes from a long line of educators and loves working with children and adults.
On a personal note, she is a HUGE duck fan, has a loving husband, two adorable little girls, and
one sweet puppy.
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USING MATH JOURNALS
BIBLIOGRAPHY
Backhouse, John, Haggarty, Linda, Pirie, Susan, Stratton, Jude. Improving the Learning of Math.
Heinemann, 1992.
Bickmore-Brand, Jennie. Language in Mathematics. Heinemann, 1993.
Burns, Marilyn. Writing in Math Class: A Resource for Grades 2-8. Math Solutions, 1995.
Corwin, Rebecca, Price, Sabra. Talking Math. Heinemann, 1995.
Countryman, Joan. Writing to Learn Math. Heinemann, 1992.
Draznin, Sharon Z. Writing Math: Project-Based Activities to Integrate Math and Language Arts.
Pearson Learning, 1995.
Kohl, Herbert. Math, Writing & Games in the Open Classroom. Random House, 1974.
McIntosh, Margaret. Write Starts: 101 Writing Prompts for Math. Dale Seymour, 1996.
Parsons, Les. Expanding Response Journals in All Subject Areas. Heinemann, 1994.
Scholastic Staff. 25 Activities Connecting Writing & Math. Scholastic, 1997.
The Mathematical Association. Math Talk. Heinemann, 1990.
Zinsser, William. Writing to Learn. Harper-Collins, 1989.
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