Exploring Student Reflective Practice during a Mathematical Modelling Challenge
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This paper seeks to compare the reflective writings of two cohorts of students (Year 4/5 and Year 8/9) participating in mathematical modelling challenges. Whilst the reflections of the younger cohort were results oriented, the older cohort's reflections spoke more to the affective domain, group processes, the use of technology and the acquisition of mathematical knowledge. This study supports the idea that with scaffolding middle years students can engage in reflective practice to develop mathematical modelling skills.
Mathematics Education: Expanding Horizons Proceedings of the 35th Annual Coference of the Mathematics Education Research Group of Australasia
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Education not elsewhere classified