Mathematics Journals in a Time of Flux

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.

Author dc:creator

• Mitchell, Andrew D.

Advisor dc:contributor.advisor

• Umber, Robin E.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12648/5047

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/5047