Reflecting on Reasoning: The Role of Structured Journaling in Elementary Math and Science

This classroom-based mixed-methods study explores how structured journaling affects fifth-grade students’ attitudes toward writing and their engagement in math and science learning among 54 students. Grounded in writing-to-learn, disciplinary literacy, and academic literacies frameworks, the six-week intervention invited students to complete content-specific journal prompts designed to promote conceptual understanding, metacognitive reflection, and disciplinary reasoning. Quantitative survey data revealed statistically significant gains in students’ positive perceptions of writing in both subjects, with stronger affective shifts observed in science. Qualitative analysis of journal entries and open-ended responses demonstrated students’ growing ability to use writing to explain problem-solving strategies, clarify scientific phenomena, and apply academic language. While resistance to writing in math persisted for some, many students reported that journaling supported their learning, particularly in organizing and reviewing content. The study contributes to a growing body of research on literacy integration in STEM by highlighting the potential of reflective writing to support disciplinary thinking, identity development, and equitable participation in elementary classrooms.