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Abstract
This work aims at demonstrating learning journals’ appraisal on the process of reflection and on the development of mathematical thinking (MT). A six-month study was carried out in an Advanced Algebra course. The analysis of the students’ journals was based on the view of content as a tool for ensuring different categories of reflection and of the dimensions of MT. The results showed how such tools promote the upgrading of students’ levels of reflection, including the variety of dimensions in the processing of MT that the students employed, which are indicators of improvement in this area of students’ learning development.
Notes
1. Elements of Mathematics is a course run by the University of Augsburg, it is a compulsory course for students enrolled in teaching programmes and lasts three semesters. Around 150–200 students attend this lecture and the teacher in charge should possess a doctoral degree in the field of mathematics, which is a degree equivalent to a post-doctorate.