Critique Of Action Research

Introduction I have chosen to critique “Using Math Journals to Enhance Second Graders’ Communication of Mathematical Thinking” by Kathleen Kostos and Eui-kyung Shin. This action research project seeks to create change to further improve the quality of second grade students’ communication in mathematical thinking through the use of writing in math journals at the local level.

Research Problem

Within the narrative of the study the research demonstrated the importance for mathematical communication in education today. Several principles from the National Council of Teachers of Mathematics demonstrated what math programs should allow students to do in regards to the subject of math. Through these principles math programs also need to prepare

The purpose of this action research study is to build understanding of important mathematical concepts and to also lay a foundation for local second graders in the classroom to effectively communication their mathematical thinking so they can explain how and why they use a mathematical concepts to solve a problem (Kostos, K. & Shin, E. 2010). This solution is supported by sufficient evidence which is given in the research of the study and within the literature review. The research question derived from the research purpose states the following, “how the use of math journals affected the second grade students’ mathematical thinking through math communication”. The use of math journals is an innovation that is considered at the outset of the project. This research question is in alignment with the purpose of the research that addresses the research problem. Through this question the researcher addresses the local issue of mathematical communication or lack thereof in her second grade

At the later part of the study the same math assessment was given again which used a pre- and post- assessment method for collecting data. Second the student’s math journals were collected and their progress in developing mathematical communication skills and their mathematical thinking were examined. Throughout the study students wrote in their journals on an average of three times a week. Student interviews were conducted as a third type of data collection. Eight students were chosen randomly to conduct the interviews. Through the interviews the teacher-researcher was able to gather insight regarding the students’ perceptions of using the math journals. The fourth type of data collection was the teacher-researcher’s reflective journal. Through this journal the teacher-researcher recorded conversations down, made general observations, recorded ideas and also problems that may have occurred throughout the study. This was later used for