Honors Projects


The purpose of this action research study was to observe the effects of vocabulary learning tools and reflective journaling on student confidence. Participants were from three classes of 15-20 students who attend math class for 45-90 minutes each weekday in a suburban high school setting. They were assigned Frayer Model vocabulary learning tables, as well as three journal prompts a week regarding either mathematics content or personal thoughts on classroom activities. These were completed across two units in the course. Several classroom benefits were observed over the course of the study, including but not limited to higher student confidence and increased participation in mathematical discourse.




Integrated Mathematics Education

First Advisor

Dr. David Meel

First Advisor Department

Mathematics and Statistics

Second Advisor

Dr. Gabriel Matney

Second Advisor Department


Publication Date

Spring 2020