Teachers today are faced not only with oversized classes, but with students of varying abilities who differ in the ways they process information. The fostering of diverse styles of learning has been neglected in the teaching of mathematics. The use of journal writing as a vehicle for assessing students' understanding of material provides an opportunity for the graphic expression of thought and the utilization of a spatial communication mode. This is accomplished when students can keep linguistic, numeric, and even pictorial records of what they have learned in either journals or diaries. There is a strong relationship between visualization and mathematical problem solving ability. In a comparison between 2 groups of students enrolled in a mathematics methods course required for teaching at the elementary level, the experimental (trimodal) group reported a better sense of task and a more focused introduction to their journal than the control (bimodal) group. Both groups agreed that their math anxiety decreased and their self-confidence increased as a result of the journal assignments. A multi-modal approach to instruction is both a logical and viable alternative to the traditional methods that have limited students and teachers alike. (Contains 25 references.) (CR)