Mathematics Journals: Writing to Learn

Carol E. Gibbons, Salve Regina University

One of the goals of mathematics courses is to develop the students’ ability to communicate mathematically; that is, to explain abstract concepts clearly, using appropriate language and notation. I ask my students (currently Calculus II) to write a weekly entry in a mathematics journal. Their directions are to select at least one main idea discussed in class during the given week, to explain this idea in as simple and clear a way as they can, and to illustrate the idea geometrically, if applicable, or with an example. In addition, they may also use the journal to communicate with me about some concept which they find confusing, or to ask me if something is correct, or to explain some difficulty they are having. I read the journals and make corrections, if needed, or comments (brief). I then initial and date the entry.

In order to encourage individual responses, and to lessen any stress which may be associated in students’ minds with writing about mathematics, I do not grade the journal. Instead, I attach a percentage of the course grade to it, with the stipulation that there must be a certain number of thoughtful entries which have been dated and signed throughout the semester.

I will bring samples of student entries to the session, along with comments from students about the value of their journal writing. The journal concept can be adapted in various ways; we can talk about other formats and other experiences session attendees may have had using journals.