Tag Archives: math

Dueling Titles: Using Interactive Math Notebooks OR Composition Notebook vs Spiral Notebook


Dueling Titles:  Using Interactive Math Notebooks OR Composition Notebook vs Spiral Notebook

. . . the emergence of interactive notebooks (I call it a math journal) in the math classroom has inadvertently created a division, or sorts, among teachers . . . Us vs Them, so to speak.

Who would’ve thought anyone would care either way?

Not me.

Certainly not me ten years ago when I was still fighting the battle of “Where is your homework?” or “Where is your baggy of algebra tiles that we spent all class period cutting out yesterday?” or “Where are the notes you took yesterday in class?  The handout?  The rubric for your project?”  And so on.  You get the picture.

And then . . .

While at a math conference one summer (CAMT), I noticed about 2,000 people (maybe a slight overestimate) in line waiting for a session.  It was nuts.  They had been there for over an hour with another hour to go.  Seriously?  It was like Black Friday without the promise of a $10 Crock-Pot. These people were insane.  And, evidently, had wayyyy too much time on their hands.

So, of course,

I got in line.

Turns out the speaker was Dinah Zike – Queen Mother of the Foldable and all things glue-able.  Now, you need to know that I had never heard of Dinah Zike, but as I entered the room and was handed a packet of colored paper and a pair of scissors . . . I knew this was something different from the traditional “sit and get” workshop.

What an understatement.

I folded.  I cut.  I glued.  It was fabulous.  For those of you who don’t know, Dinah is an organizer of information in practical and logical groupings.  Basically, it’s about taking good notes, but in a visually logical and engaging manner, and then housing them in some sort of notebook . . . a math journal.  And, it was NOT boring.  It was fun.  This was going home with me.

Not to sound like a total nerd.


Incorporating math journals into my classroom changed the way I teach.  From an instructional point of view, it’s the best thing that ever happened to me.

My students start making their math journals on Day 1 each year, and we use them all year long.  In the past 7 years, I have had exactly 1 student lose his math journal.  It was tragic.  He stayed in during lunch with me for weeks recreating what he lost.

When my students leave me for high school, many take their math journals from my class with them into their high school math classes.  No joke.  They text me illegally from the high school bathroom to tell me they looked up the slope-intercept song or balancing equations by treating variables like crackheads (don’t ask).

You see, the thing about math for a lot of people, including ME . . . is that if you don’t use it, you lose it . . . or, more often, you just need help retrieving the information. Sometimes you just need a quick refresher – often just a word or a phrase or a picture. Our math journals serve that purpose.  They are a self-created “cheat sheet”, if you will.

So, on the first day of school every year – everyone cracks open a new composition notebook and we begin.  It’s exciting, really.  Again  . . . a little nerdy.  But I’m OK with that.

What goes in our math journals, you ask?

All notes.  All handouts.  Math Charts. Foldables. Calendars. Tabs. Expectations. Reminders. Manipulatives. My cell phone number. Websites. Reviews. TEKS. And more.

AND . . . a TABLE OF CONTENTS.  An up to date TABLE OF CONTENTS WITH DATES AND PAGE NUMBERS.  Color-coded.  Mandatory.

For the love of Pythagorus, you must have a table of contents.

The only thing we don’t put in our journals is graded papers/assignments.  Not usually, anyway.  There are no absolutes . . . except for absolute value . . . see what I did there?

I make a math journal as well.  One for each class.  We do it together.  Sometimes I model what I want; sometimes we collaborate on the best ways to organize information.  Often they come up with much better ways than I ever considered.  They can freestyle to some degree, but there are constraints.  The information on their pages must match mine.  Also, when a student is absent – all they have to do is grab my journal to get the notes. Works beautifully.

The journals are huge.  And by huge, I mean ginormously huge.  We keep them fastened together with colored rubber bands or brads.  But you know what?  I’ve never had one break or fall apart.  Ever.

Which leads me to my personal preference in the battle of spiral vs composition notebook.  Drum Roll, please.

Top 5 Reasons Composition Notebooks Totally Rule Over Spirals:

  1. They are more fun to decorate and look way cooler.
  2. Those spiral things always unravel and get caught on stuff.  Drives me nuts.
  3. Paper is just BEGGING to be ripped out of a spiral.  It can’t be prevented.
  4. Composition notebooks are sturdier – thicker covers.
  5. Composition notebooks just make you feel fancy & professional.  You know?

Composition notebooks win.  No contest.  Although . . . I won’t hold it against you if you prefer the spiral.  Well, not much anyway. 🙂

But, really, it doesn’t matter which you choose . . .

frankly, you can use a Big Chief tablet if you want . . .

what really matters is that you find a way to help students organize the information provided to them . . .


So . . . there you have it.  My most innermost thoughts regarding math journals and composition notebooks.  Exciting and world-changing stuff.

Don’t even get me started on stick glue vs liquid glue.  🙂

If at First You Don’t Succeed….


I’ve been thinking . . . which some would say is dangerous . . . but that’s another conversation.  I’ve been thinking a LOT about grading and allowing “redos” for missing grades or for low grades or even for not so low grades.

On one hand, students need to learn responsibility and accountability so it makes sense that they need to turn-in assignments when they are due and they need to be held accountable when they don’t study for a test and make a 60. Sure, they do . . . makes sense . . . otherwise we’ll be raising irresponsible citizens who won’t be successful in the “real world”, right?

Ehhhh…I don’t know.

In my job, if I’m asked to submit an analysis of test scores and I don’t do it, my boss doesn’t fire me.  Nope, I’m not that lucky . . . JOKE 🙂  There is some consequence for my choice, but I still have to submit the analysis of the test scores.

I don’t get out of the work.

If I’m required to submit my lesson plans following a certain format and I use the wrong format, I don’t get off the hook.  Nope, I would have to redo my work until it was satisfactory.

I don’t get out of the work.

So . . . the question that begs to be answered is this – why do we, as teachers, let our students get out of the work?


For me, when I really, really, really think about that question, the answer is apparent.  I should never let my students get out of work.   Which creates more work for me.  Which really freaked me out when I was considering doing this . . .  like, kept me up at night wondering if it was really worth it.  I fought it.  I came up with excuse after excuse of why it was a bad idea.  I forced my husband to endure several long car rides while I debated the issue aloud . . . poor guy.

But, my thoughts kept circling back to, “I should never let my students get out of the work”.

So, I did it.  I’ve done it.  It’s did.  My students can redo all assignments and tests (except six weeks tests, semester exams, and the Big Daddy benchmarks) . . . more than once if they so choose.  A few still don’t believe it.  A handful of them don’t like it.  Some of them haven’t redone anything.  It’s their choice.

And, that my friends, is the point.  It’s their choice.  It’s up to them.  They hold all the cards on this.  They have control over their own academic destiny in my class.

I hear what you’re thinking..I used to think it too…they’ve always had control over their own destiny as students…but have they really?

In some ways, yes.  But in others, not so much . . . not AFTER they’ve turned in the assignment anyway.  Before, they would turn in a test and think it was all over but the crying.  Now they know IT’S NEVER OVER . . . they decide if they find their grade acceptable or not . . . if they want, they take the steps to change it.  Their success, or lack of, is totally their decision.

If Bob is happy with a 70 on that test over multi-step equations, OK.  If not, he can retake the test (a different version, of course).  If SusieQ doesn’t like the 92 on last night’s homework, she is welcome to do another assignment covering the same concepts.  If Vicki blows off her project and makes a 20, she knows she has the option of completely redoing it . . . and if her MOM wants to conference with me about that 20, I will make sure that MOM knows she can redo the project as well . . . see how I did that?

So, am I glad I did it?  YES.  I really am.  Is it more work?  YES.  It really is.  But, not as much as I thought.  And, most importantly, it has shifted things . . . from teacher to student . . . which, surprisingly, has led to a less stressful environment for all of us.

They know that if at first they don’t succeed, they can try, try again  . . . and again  . . . and again.