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
Dr. David Meel
First Advisor Department
Mathematics and Statistics
Dr. Gabriel Matney
Second Advisor Department
Irick, Christopher, "Building Student Confidence and Performance Through Emphasis on Academic Language" (2020). Honors Projects. 615.