Math journals were used as qualitative and quantitative data points throughout the study. Students responded to journal prompts based on what was being taught during whole group instruction. For example, if we were learning about equivalent fractions, their prompt would be centered around that specific topic. I met with students two to three times a week in small groups. During this small group time, the instruction was focused on explaining how to fully grasp the mathematical concepts being taught. After each small group session, students were required to complete a related journal prompt independently. Students could write their entry in their journal, use Seesaw to voice over their work, or use a talk-to-text application to assist. At the end of each week, students completed a self-reflection rubric and set a goal for the following week. I filled out the same rubric for each student and then provided written feedback based on their previous entry. I was able to conference with students once a week and reflect on their entries. During student conferences, I was able to address any misconceptions and check in with students to ensure that they were working towards accomplishing their goal. After the first three weeks of instruction, students began assessing their peer’s journal entries and setting goals with each other.

Throughout the duration of the study, students' math journals were graded using a rubric focusing on four main areas. These areas were detailed explanation, use of mathematical vocabulary, use of a visual to support their explanations, and accurate work. Students started by writing about content related to addition. This was chosen as the first topic because students were already familiar with this concept. I wanted to get a baseline on their ability to give a detailed explanation. This baseline informed me on how detailed I needed to be with the writing strategies used during small group instruction. I graded each student’s journal entries each week and kept track of their progress in Google Sheets. Students participating in my study did not receive these grades. Instead, students received weekly written feedback in their journals regarding areas that they could improve upon.

Through research, it was determined that math journals were the best strategy for my student population. My students struggled with explaining their mathematical reasoning. Writing in journals allowed students to dissect each step in order to find a solution. This allowed students to identify the exact point where their thinking was incorrect. The more detailed students became, the easier it was for them to find their errors and that of their peers.

Along with students being able to identify where they might have made a mistake, I was also able to identify different strategies that students were using to find solutions to problems. Misconceptions and different strategies were incorporated into my whole group lessons to benefit all students. To further support my students, I utilized homogeneous groups based on their pre-test scores and their initial journal entries. Students were split into groups based on their need.

The Likert scale provided insight into students' feelings toward mathematics and their ability to be successful. This questionnaire informed how I approached small group instruction and the intentionality needed to build confidence with students. The purpose of the Likert Scale was to understand if students' feelings on mathematics and problem solving abilities changed after using written communication strategies.