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The effects of using journal writing as an alternative assessment in a primary four mathematics classroom
Author
Chai, Huel Leng
Supervisor
Foong, Pui Yee
Abstract
This dissertation presents a study which is intended to examine the effects of using journal writing as an alternative assessment and explore how journal writing can be effectively implemented in primary school mathematics classrooms. Forty students in one intact primary four class participated in the Mathematics Journal Writing (MJW) programme which lasted twelve weeks. Data were collected from students' journal writings, a questionnaire survey and teacher's weekly field notes. Analysis of results revealed that students' writing contained vast information about their different levels of understanding of mathematics concepts, problem-solving processes, monitoring of their own learning, reflection on their own participation in class, what they associate Mathematics with and their feelings about writing mathematics journal.
The results show that journal writing can be an effective way to increase teachers' understanding of students' learning in mathematics and students' disposition towards mathematics. Using journals can also help teachers understand their own teaching and make improvement when necessary. Most importantly, the results indicate that primary school students are receptive towards journal writing. They can accept journal writing because they feel that they can communicate with the teacher about their understanding of mathematics. Journal writing can also help them in their learning of mathematics concepts. On the other hand, teachers can become more aware of the students' capabilities and needs through journal writing. As a result, not only can teachers and students learn more about each other and interact more personally in this way, a different rapport between them can be established. In view of the above findings, mathematics journal writing should have its potential and could play an important role as an alternative assessment in primary school mathematics classroom.
The results show that journal writing can be an effective way to increase teachers' understanding of students' learning in mathematics and students' disposition towards mathematics. Using journals can also help teachers understand their own teaching and make improvement when necessary. Most importantly, the results indicate that primary school students are receptive towards journal writing. They can accept journal writing because they feel that they can communicate with the teacher about their understanding of mathematics. Journal writing can also help them in their learning of mathematics concepts. On the other hand, teachers can become more aware of the students' capabilities and needs through journal writing. As a result, not only can teachers and students learn more about each other and interact more personally in this way, a different rapport between them can be established. In view of the above findings, mathematics journal writing should have its potential and could play an important role as an alternative assessment in primary school mathematics classroom.
Date Issued
2004
Call Number
QA14.S55 Cha
Date Submitted
2004