Journal Writing: Enlivening Elementary Linear Algebra

Abstract

This paper examines the various issues surrounding the implementation of journal writing in an undergraduate linear algebra course. A discussion of sample journal entries and an interactive sequence of messages between an instructor and a student are presented first. Then, using these representatives as a backdrop, issues are raised conc erning the journaling process with particular attention paid to questions concerning individual or corporate responses, prompts, and openness.Finally, the benefits of incorporating journal writing into an undergraduate mathematics course are identified and supported with students' comments from their journals and their reflections on the process . The identified benefits include: (a) opening lines of communication; (b) personalizing the learning environment; (c) organizing ideas; and (d) self-evaluating learning. As a result, evidence provided in this paper forms a case for the inclusion of writing activities, specifically journaling, in advanced undergraduate mathematics courses, particularly elementa ry linear algebra, by illustrating the benefits and discussing the issues connected with implementation.

Journaling as a Test Preparatory Measure in Secondary Mathematics: Successful Student Strategies

“…Brown felt that his assignment improved his students' ability to communicate mathematics. Hartz (1992) and Meel (1999), on the other hand, took a more proactive approach toward journaling to review. Hartz gave weekly writing assignments asking his students to write a summarized form (an "abstract") of the week's lessons and their response to it.…”