Field Experience Reflective Journal

Enhancing Mathematical Problem-Solving Skills in Special Education

Candidate: Nana Esi Sackey School Setting: The College School Grade Level: 8th Grade

Focus Area: Mathematics – Division and Multi-Step Problem-Solving

Field Experience Duration: September – December 2024

Reflective Journal Overview

This reflective journal documents the planning, implementation, and improvements made during a targeted intervention program for an 8th-grade student receiving special education services in mathematics. The journal highlights key learning experiences, instructional strategies, student progress, and professional reflections on effective pedagogical approaches.

Amelie Smith

Week 1: Initial Observations & Goal Setting

Observations:

Sanaa, the student, demonstrates strengths in basic arithmetic but struggles with division fluency and multi-step word problems.
Heavy reliance on visual aids and teacher prompts impacts independent problem-solving
Initial assessment places Sanaa at a 3rd-grade level for division, achieving 50% accuracy in multi-step problem-solving.

Plan for the Week:

Establish a supportive learning
Conduct diagnostic assessments to identify specific areas of
Set initial learning goals with Sanaa, emphasizing incremental

Reflections & Adjustments:

Sanaa showed enthusiasm but lacked confidence in tackling problems
Decided to introduce the CUBES strategy to structure problem-solving

Week 2: Implementing the CUBES Strategy

Lesson Implementation:

Introduction to CUBES:
- Circle the
- Underline the
- Box the
- Evaluate the
- Solve and
Used manipulatives and number lines for visual
Modeled problem-solving using real-world

Student Response & Adjustments:

Sanaa grasped the strategy but needed reinforcement in recognizing key elements of
Added peer modeling to increase engagement and provide collaborative learning
Adjusted the lesson pacing to include more guided practice before independent

Reflection:

Scaffolding was effective in reducing

The strategy helped Sanaa break down problems
Plan to gradually reduce teacher support in upcoming

Week 3-4: Scaffolding & Increasing Independence

Intervention Activities:

Conducted biweekly quizzes to track

Incorporated math journaling for self-reflection on problem-solving
Encouraged verbal explanations before solving
Began fading prompts, allowing Sanaa to take more ownership of her

Progress Noted:

Increased accuracy from 50% to 75% in weekly

More willingness to attempt problems
Demonstrated improved reasoning but still hesitant with multi-step

Reflections & Adjustments:

Noted a need for additional real-life applications to solidify
Introduced word problems related to daily activities (e.g., shopping, travel distances).
Encouraged group problem-solving activities to foster peer

Week 5-7: Encouraging Self-Monitoring & Confidence Building

Instructional Focus:

Introduced a self-monitoring checklist for problem-

Continued use of visual aids but reduced dependency by prompting mental
Provided immediate verbal praise and constructive

Reflections on Effectiveness:

Student engagement increased with real-life

Confidence improved when allowed to teach peers using the CUBES
Sanaa’s post-test accuracy improved to 82%, showing significant
Identified need for continued reinforcement in checking work for errors.

Final Reflections & Recommendations

Overall Growth & Successes:

Sanaa demonstrated a remarkable transformation from a hesitant learner to a more independent problem-solver.

The CUBES strategy proved to be an effective tool in helping her structure mathematical reasoning.
Self-reflection through journaling enhanced her metacognitive awareness of problem- solving strategies.

Challenges & Future Adjustments:

Multi-step problems still require structured practice to build

Peer collaboration and small group problem-solving could further strengthen independent
Encouraging more family involvement in math-related activities at home may sustain

Professional Insights:

Scaffolding remains crucial in special education instruction, but gradual release fosters

Real-life application enhances engagement and
A reflective teaching approach allows for ongoing adjustments to meet student needs

Conclusion

This field experience reinforced the importance of structured interventions, targeted strategies, and student-centered approaches in special education mathematics instruction. Through ongoing reflection and adaptation, I have gained valuable insights into designing impactful lessons that cater to diverse learning needs while fostering confidence and independence in problem-solving.