The Role of Journal Writing in Lower Primary Classrooms

Mathematics learning is often misunderstood as a purely procedural process that revolves around memorising formulas and applying set steps to obtain correct answers. While this approach may work for some learners, it presents significant challenges for students with learning difficulties, particularly those with dyslexia and other language-based learning needs (Alt et. al., 2014, Cross et. al., 2019, Durkin et. al., 2015, Fazio, 1996, & Nys, et. al., 2013). For these students, Mathematics is not only about numbers, but also about language and reasoning (Fuchs et. al., 2016), memory (Ji, Z. & Guo, K, 2023), and self-regulation (Ferreira, P. D. C. et. al., 2023). As a result, difficulties in reading, comprehension, and organisation can directly affect Mathematical understanding and performance.

The Dyslexia Association of Singapore (DAS) recognise that students who struggle with Mathematics often require specialised instructional approaches that address both conceptual and linguistic barriers. One promising area of instructional focus is metacognition, or the ability to think about and regulate one’s own thinking. Research has shown that when students are explicitly taught metacognitive strategies, they are better equipped to plan, monitor, and evaluate their learning (Goh, M. S., Lim, H. E., & Loh, M. Y., 2024).

A notable contribution to this area is the study conducted by Goh, M. S., Lim, H. E. and Loh, M. Y. (2024). Their work highlights how Mathematics journal writing can serve as a practical and effective tool for fostering metacognitive awareness among young learners. This article explores how journal writing supports Mathematical learning for students with learning difficulties and how this approach aligns closely with the DAS Maths Programme.

Challenges Faced by Students with Learning Difficulties in Mathematics

Students with learning difficulties often encounter persistent challenges in Mathematics that go beyond basic computation (Alt et. al., 2014, Cross et. al., 2019, Durkin et. al., 2015, Fazio, 1996, & Nys, et. al., 2013). According to the DAS (2025), students enrolled in the DAS Maths programme do not only struggle with understanding and remembering Mathematical concepts, but they may also face significant difficulties comprehending word problems due to underlying reading challenges.

Other common difficulties may include:

• Misinterpreting what a word problem is asking
• Struggling with Mathematical vocabulary that carries multiple meanings
• Difficulty sequencing steps in multi-step problems
• Limited working memory for holding numbers and instructions
• Poor awareness of errors and misconceptions

For students with dyslexia, these challenges are compounded by weaknesses in phonological processing, decoding, and language comprehension (Lopez-Zamora, M. et. al., 2025) which are essential for understanding Mathematics instruction and problem statements. When students repeatedly experience failure, they may develop low confidence and disengage from learning (Jordan, J., McGladdery, G. and Dyer, K., 2014). This highlights the need for instructional approaches that not only teach content, but also support how students approach, monitor, and reflect on their learning.

Metacognition and Its Role in Mathematical Learning

Metacognition refers to an individual’s awareness and control of their cognitive processes. It consists of two main components:

1. Metacognitive knowledge – understanding one’s own strengths, weaknesses, and available strategies
2. Metacognitive regulation – the ability to plan, monitor, and evaluate learning

Figure 1. Image showing how metacognition plays an important role in Mathematics. (Hartley, J., 2025)

In Mathematics, metacognition plays a crucial role in problem solving as shown in Figure 1. Students who possess strong metacognitive skills are more likely to pause and ask themselves whether a strategy is working, check their answers for reasonableness, and adjust their approach when they encounter difficulty (Goh, M. S., Lim, H. E., & Loh, M. Y., 2024). Research has consistently shown that metacognitive instruction improves learning outcomes and supports self-regulated learning (Stanton, Sebesta, & Dunlosky, 2021).

For students with learning difficulties, metacognition is particularly important because these learners often struggle to identify why they are stuck or what strategy they should use next. Without explicit support, they may rely on guessing or repetitive methods that are ineffective. Teaching metacognitive skills helps students become active participants in their own learning, rather than passive recipients of instruction.

Journal Writing as a Metacognitive Strategy in Mathematics

The study by Goh, M. S., Lim, H. E. and Loh, M. Y., (2024) demonstrates that journal writing can be an effective tool for developing metacognition in lower primary Mathematics classrooms. Rather than focusing on lengthy written explanations, Mathematics journals are used as a space for students to externalise their thinking in developmentally appropriate ways.

In their study, students were encouraged to reflect on:

• The strategy they used to solve a problem
• Which question they found difficult
• Which question they found easy
• What mistakes they made and why
• What they could try differently next time
• Whether their working are neat or not

These reflections were supported through sentence starters, drawings, and guided prompts, making the activity accessible even for students with emerging literacy skills. Importantly, the focus was not on writing accuracy, but on thinking clarity.

For students with learning difficulties, journal writing offers several benefits. Firstly, it slows down the problem-solving process, encouraging students to think deliberately rather than rushing to an answer. Secondly, it promotes error awareness, helping students recognise misconceptions and reflect on them constructively. Thirdly, it provides teachers with valuable insight into students’ thinking, enabling more targeted and diagnostic instruction.

Alignment with the DAS Maths Programme

The DAS Maths Programme aims to support students who struggle with Mathematics by addressing both conceptual understanding and language-related challenges (Dyslexia Association of Singapore, 2025). The programme is underpinned by four key teaching approaches that work together to support learners holistically.

Figure 2: Teaching Approaches Adopted in the DAS Maths Programme.

Figure 2 illustrates the four teaching approaches adopted by the DAS Maths Programme:

• Orton-Gillingham Approach
• Concrete-Representational-Abstract (CRA) Approach
• Polya’s Problem Solving Process
• Try-Share-Learn-Apply Approach

Journal writing aligns strongly with all four approaches.

1. Orton-Gillingham Approach

In DAS classrooms, Mathematical strategies are taught using an Orton-Gillingham approach that emphasizes explicit, structured, and sequential instruction, supported by modelling and guided practice. Concepts are broken down into manageable steps and taught using clear language to reduce cognitive overload. Journal writing complements this approach by encouraging students to verbalize and reflect on each step of their problem-solving process. For example, a student may write, “I drew a bar model first” or “I underlined the important words before solving.” This process reinforces strategy awareness, strengthens connections between language and Mathematical reasoning, and supports the transfer of strategies to new and unfamiliar problems.

2. CRA Approach and Reflection

The Concrete-Representational-Abstract (CRA) approach is particularly effective in supporting students with learning difficulties by guiding them through a structured progression of understanding. Learning begins at the concrete level, where students manipulate physical materials such as unifix cubes and fraction strips to explore Mathematical concepts. This is followed by the representational level, in which students use drawings or visual models to depict their thinking, before transitioning to the abstract level involving numbers and symbols. Journal writing supports this progression by providing students with opportunities to record their use of manipulatives, illustrate their visual representations, and explain the symbolic strategies applied. By drawing and describing each stage of the process, students are better able to make meaningful connections across representations and internalize conceptual understanding.

3. Polya’s Problem Solving Process

Polya’s problem-solving process and Mathematical journal writing share a strong emphasis on structured thinking, reflection, and metacognitive awareness. Both approaches guide students to make their thinking explicit and to engage actively with the problem-solving process rather than focusing solely on the final answer.

Firstly, both Polya’s process and journal writing support understanding the problem. In Polya’s first stage, students are encouraged to clarify what the problem is asking and identify key information. Similarly, journal writing prompts students to restate the question in their own words, underline important details, or describe what the problem is about. This is particularly beneficial for students with reading and comprehension difficulties, as it slows down the process and promotes deeper engagement with the task.

Secondly, both approaches emphasize planning and strategy selection. Polya’s second stage involves devising a plan by choosing appropriate strategies. Journal writing mirrors this by encouraging students to record the strategies they intend to use, such as drawing a bar model or using manipulatives. Writing about planned strategies helps students become more aware of their choices and reduces random or impulsive problem solving.

Thirdly, Polya’s stage of carrying out the plan aligns with journal writing that documents the steps taken during problem solving. When students write or draw what they are doing step by step, they are more likely to monitor their progress and notice errors. This process reinforces logical sequencing and supports self-monitoring, which are essential metacognitive skills.

Finally, both Polya’s process and journal writing place strong emphasis on reflection and evaluation. Polya’s final stage, looking back, encourages students to check their answers and reflect on the effectiveness of their strategies. Journal writing similarly prompts students to review their solutions, identify mistakes, and consider what they might do differently next time. This reflective component fosters error awareness and promotes transfer of learning to new problems.

Figure 3. Summary of Polya’s Method of Problem Solving. (Tran, T., 2023)

In essence, journal writing can be viewed as a written representation of Polya’s problem-solving process. By externalising each stage through structured reflection, journal writing operationalises Polya’s framework in a concrete and accessible way, especially for students with learning difficulties.

4. Try-Share-Learn-Apply Approach

The Try-Share-Learn-Apply approach is closely aligned with the use of journal writing in Mathematics instruction. During the Try phase, students attempt to solve a problem independently and record their initial strategies or thinking in their journals. In the Share phase, students discuss their approaches with peers or the teacher, after which they refine or clarify their ideas through guided prompts. The Learn phase allows students to consolidate correct strategies and concepts, which are then captured in their journals through written reflections or visual representations. Finally, in the Apply phase, students use their journals to reflect on how the learned strategies can be transferred to new or similar problems. Through this cyclical process, journal writing directly supports metacognitive development by encouraging students to monitor their understanding, evaluate their strategies, and internalize reflective questions such as, “Does this make sense?” or “What should I do if I am stuck?” Over time, these self-regulatory behaviours become embedded, supporting greater independence in learning.

Impact on Student Confidence and Engagement

Both research findings and classroom observations suggest that students who engage in regular Mathematical journaling demonstrate increased confidence and engagement. As students learn that mistakes are part of learning, they become more willing to attempt challenging problems and persist when difficulties arise. This shift in mindset is particularly important for students with learning difficulties, who may have experienced repeated failure in Mathematics.

Journal writing also provides a safe space for students to express confusion without fear of judgement. When teachers respond to journals with feedback and encouragement, students feel supported and understood, further strengthening their motivation to learn.

Implications for Educators and Intervention Programmes

The integration of metacognitive journal writing into Mathematics instruction has several important implications for educators working with students with learning difficulties:

• Metacognitive skills should be taught explicitly and consistently.
• Journal writing should be viewed as a learning tool rather than an assessment task.
• Scaffolding is essential, particularly for students with literacy difficulties.
• Teachers should use journals diagnostically to inform instruction.

Within intervention programmes such as the DAS Maths programme, journal writing can be embedded into daily lessons, guided practice, and post-assessment reflection, strengthening both teaching effectiveness and student outcomes.

Students with learning difficulties require more than repeated practice to succeed in Mathematics. They need support in understanding how to think, plan, and reflect as Mathematical learners. The research by Goh, M. S., Lim, H. E. and Loh, M. Y. (2024) highlights the potential of journal writing as a powerful metacognitive tool, even for young learners.

When aligned with structured, language-aware programmes such as the DAS Maths Programme, journal writing supports conceptual understanding, self-regulation, and confidence. Ultimately, fostering metacognition enables students not only to solve Mathematical problems, but to see themselves as capable and reflective learners which is a critical foundation for long-term success.

Written by:
Nur Ashabiena Mohd Ashraff
RETA Fellow
Lead Educational Therapist