Abstract
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 concerning 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 elementary linear algebra, by illustrating the benefits and discussing the issues connected with implementation.
Published Version
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