oa The Journal of Independent Teaching and Learning - Using reflective practice in a mathematics class



This article reports on a reflective writing assignment that was carried out with second year General Mathematics undergraduate Bachelor of Education Foundation phase students at a Private Higher Education Institution for Teacher Education in Kwazulu-Natal. In an attempt to get students to develop a better understanding of the mathematical process, a reflective writing assignment was implemented over a period of 6 weeks, which included affective, content and process entries. The intention was to get the students to link the journal entries to the subject content that was covered during lectures, reflect on whatthey had learned and how they could implement this knowledge practically. The students would then be ina position to identify any gaps in their knowledge, which they could address before being assessed underexamination conditions. Contrary to expectations, the students found the assignment to be an extremelydifficult task and disliked completing it. They found it very time consuming and could not always see any value in reflective writing in a Mathematics module. In this article the insight and experiences gained from the assignment will be presented from both the lecturer's perspective and the students' feedback.


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