Journal Writing In Solving Worded Problems: Does It Help?

Abstract

Concern about teaching problem solving and mathematical thinking has paved way for the development of a writing-to-learn approach in math. This study explored on college students’ experiences in solving worded math problems, and the use of journal writing as a strategy in solving problems. The students’ experiences as seen in their journal served as the baseline data in the study. In making the journals, the students focused on key words, relationships, processes and lessons learned through writing statements, procedures and self-assessment. Findings of this study showed that students’ dispositions towards solving worded problems were altered with the use of writing and portfolio as their output. Based on the portfolios, the manner the students solve worded problems was anchored on three main processes, namely: identifying known and unknown variables, performing operations and algebraic methods, and writing reflections. In this study, students were required to do a lot of writing in their problem - solving activities. The use of journal writing in solving worded math problems is highly recommended because it is essential for independent learning, improving communication skills, approach for self–assessment, and it is an interactive activity that serves as a tool for teachers to assess students’ learning.