Tuesday, April 17, 2012

Math Journals

I have seen some very great examples of math journals using foldables on different blogs. I plan on starting to work on the Master journal this summer so I can have it to go by. Also if a student is absent they can use mine as a guide. Some things important things in the journals: vocabulary and definitions, worked examples, rules, reflections, foldables, and use bright colors! Do any other teachers out there have any input on journals in the math classroom? I know that writing is a big part of common core standards. Since we will be embracing that very soon, I want to use writing effectively.


  1. I love using math journals. Not only do I use them for vocabulary and notes, but also their worksheets, returned tests, project rubrics, progress reports,...EVERYTHING gets glued or taped in. It makes it easier for parents to know where to look for assignments and also helps the students stay organized. I have Math journal checks where they have to have their Table of Contents updated and work properly headed. If they are absent, they get the notes from my journal or a friends. I also have a daily writing entry. Sometimes they have a silly topic, like "If I were a number, I'd be?", and most often, they have to explain their work/reasoning. Often times I have them to rewrite steps to solve the problem in their own words. Well I hope this helps with incorporating Math Journals. :-)

  2. Teyah,
    Thank you so much for sharing! I think it's a great idea to tape, glue, staple everything in the journal so the students stay more organized. I will definitely try that as well. And the Math Journal checks are a great idea too. My students have a difficult time explanining (justifiing) in words how they got their answer at times. I plan on doing that in the journals as well. They might be able to tell me how they worked it, but when it comes to writing it down, they struggle. Thank you so much for your input!!

  3. One strategy I use when students are writing responses is something called a "4 Square." In the first square students read the problem, in the 2nd square they create a plan, in the 3rd square students solve the problem using their plan, and in the 4th square students explain their thinking behind their plan, solving it, they share their answer and explain why they know it is correct. It takes a lot of modeling and it is also a work in progress but so far I've seen pretty good work from my students.

    1. I like this Megan! I will give it a try with my students. Thanks for sharing!