{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5047"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5047","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Mathematics Journals in a Time of Flux","abstract":"The purpose of this study is to evaluate the relationship between learning style and level of engagement in math journal writing. After students completed a learning style assessment, they composed a series of 6 journal entries. Each entry was scored \"Engaged\" or \"Not Engaged.\" There is no statistically significant relationship between a student's learning style and level of engagement. Thus, using a learning style intake assessment to qualify students for a journal writing program may not be appropriate. A teacher should examine the research literature for personally relevant examples and find a colleague at his or her school to facilitate the process of updating classroom practice before engaging in a major change.","abstract_html":"The purpose of this study is to evaluate the relationship between learning style and level of engagement in math journal writing. After students completed a learning style assessment, they composed a series of 6 journal entries. Each entry was scored "Engaged" or "Not Engaged." There is no statistically significant relationship between a student's learning style and level of engagement. Thus, using a learning style intake assessment to qualify students for a journal writing program may not be appropriate. A teacher should examine the research literature for personally relevant examples and find a colleague at his or her school to facilitate the process of updating classroom practice before engaging in a major change.","abstract_has_math":false,"creators":["Mitchell, Andrew D."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Umber, Robin E."],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-05-01","date_published":"2001-05-01","updated_at":"2026-07-27T19:01:52Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5047","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Umber, Robin E."]},{"key":"dc:creator","label":"Author","values":["Mitchell, Andrew D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T21:43:00Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T21:43:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2001-05-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/5047"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to evaluate the relationship between learning style and level of engagement in math journal writing. After students completed a learning style assessment, they composed a series of 6 journal entries. Each entry was scored \"Engaged\" or \"Not Engaged.\" There is no statistically significant relationship between a student's learning style and level of engagement. Thus, using a learning style intake assessment to qualify students for a journal writing program may not be appropriate. A teacher should examine the research literature for personally relevant examples and find a colleague at his or her school to facilitate the process of updating classroom practice before engaging in a major change."]},{"key":"dc:title","label":"Title","values":["Mathematics Journals in a Time of Flux"]}]}],"canonical_facts":{"dc:contributor.advisor":["Umber, Robin E."],"dc:creator":["Mitchell, Andrew D."],"dc:date.accessioned":["2021-09-07T21:43:00Z"],"dc:date.available":["2021-09-07T21:43:00Z"],"dc:date.issued":["2001-05-01"],"dc:description.abstract":["The purpose of this study is to evaluate the relationship between learning style and level of engagement in math journal writing. After students completed a learning style assessment, they composed a series of 6 journal entries. Each entry was scored \"Engaged\" or \"Not Engaged.\" There is no statistically significant relationship between a student's learning style and level of engagement. Thus, using a learning style intake assessment to qualify students for a journal writing program may not be appropriate. A teacher should examine the research literature for personally relevant examples and find a colleague at his or her school to facilitate the process of updating classroom practice before engaging in a major change."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5047"],"dc:language.iso":["en_US"],"dc:title":["Mathematics Journals in a Time of Flux"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:01:52Z"}