Reflective practices – a means to instil a deep learning approach to mathematics or another time consuming fad?

Konferenzbeitrag

In this presentation I will report on a work-in-progress study that I am presently undertaking with second year General Mathematics undergraduate B.Ed students at a private institution for teacher education in South Africa. I first implemented the idea of reflective writing informally with scholars and then later for assessment purposes with undergraduate students. These tasks provoked very different responses from the scholars and university students, both positive and negative and prompted informal research by myself to ascertain how reflective practices can be incorporated into the mathematics curriculum. My primary objective is to investigate how I, as a lecturer can encourage and motivate students to engage in and make reflective practices an integral part of both their learning and understanding of mathematics and their teaching practice. Thus the focus of my presentation will be on different types of reflective practices and how they can be incorporated into a higher education mathematics programme.

References and Relationships

• Bibliographic citation: Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 475 - 476
• Related object and literature: urn:nbn:de:bsz:14-qucosa-79236 ; qucosa:1658

Classification and Topics

• Subject: Mathematik

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Parnell, Mandy
• Event: Herstellung
• (who): HTW Dresden

Further information

• URN: urn:nbn:de:bsz:14-qucosa-88198
• Last update: 14.03.2025, 8:16 AM CET