Bobik-Dawes, Renata;
Majid, Nasreen;
(2019)
Using reflective journals in mathematics in Key Stage 2 to develop deeper thinking and understanding of mathematical processes.
Presented at: Practitioner Research in Mathematics Education (PRiME), London, UK.
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Abstract
Using reflective journals in mathematics in Key Stage 2 to develop deeper thinking and understanding of mathematical processes Renata Bobik-Dawes and Nasreen Majid, St Joseph’s College (Reading); University of Reading The aim was to develop deeper levels of thinking concerning mathematical processes within Year 5 (24 pupils) and Year 6 (23 pupils). The project was inspired by recent work on metacognition and self-regulation by the Education Endowment Fund (EEF, 2018). Pupils completed mathematical journals every week for three terms. Pre- and post- project surveys of attitudes towards mathematics were performed to enable comparisons of feelings about learning and understanding mathematics. Pupils had a positive change in attitude once a routine of reflecting on mathematics was established. A review of written reflections, within and between year and attainment groups, showed increased awareness of mathematical thinking and demonstrated marked improvements in self-reflection and mathematical ability. Furthermore, a summative assessment at the end of the summer term indicated that 78.3% from Year 6 and 71.4% from Year 5 were working at a higher mathematical level compared with 70.8% and 58.3% for the autumn term. This indicates a clear link between increased capability to communicate and improvements in mathematics. The process also provided an opportunity to focus teaching for the class and individual pupils. Hence, writing journals helped pupils to improve their mathematics and their conceptual understanding of the subject.
| Type: | Conference item (Presentation) |
|---|---|
| Title: | Using reflective journals in mathematics in Key Stage 2 to develop deeper thinking and understanding of mathematical processes |
| Event: | Practitioner Research in Mathematics Education (PRiME) |
| Location: | London, UK |
| Dates: | 07 December 2019 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.bera.ac.uk/event/practitioner-research... |
| Language: | English |
| Keywords: | Key Stage 2 mathematics; reflective journals; metacognition; self-regulation; thinking skills |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10216613 |
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