Publication Cover
Reflective Practice
International and Multidisciplinary Perspectives
Volume 16, 2015 - Issue 5
292
Views
3
CrossRef citations to date
0
Altmetric
Articles

Learning journals for university students’ reflection on advanced algebra

&
Pages 623-635 | Received 28 Apr 2015, Accepted 02 Jun 2015, Published online: 20 Aug 2015

References

  • Barzel, B., Büchter, A., & Leuders, T. (2007). Mathematik Methodik, Handbuch für die Sekundarstufe I und II [Mathematics methodology, handbook for the lower and upper secondary school]. Berlin: Cornelsen Skriptor.
  • Bruder, R., & Müller, H. (1990). Heuristisches Arbeiten im Mathematikunterricht beim komplexen Anwenden mathematischen Wissens und Können [Heuristic work in mathematics teaching at applying complex mathematical knowledge and skills]. Mathematik in der Schule, 28, 876–886.
  • Chamoso, J. M., & Cáceres, M. J. (2009). Analysis of the reflections of student-teachers of mathematics when working with learning portfolios in Spanish university classrooms. Teaching and Teacher Education, 25, 198–206.
  • Felscher, M. (2007). Reflexion des Lernfortschritts mit dem Mathetagebuch [Reflection of the learning progress with the mathematical journal]. In SINUS Bayern, Beiträge zur Weiterentwicklung des mathematisch- naturwissenschaftlichen Unterrichts (pp. 66–71). Bayerisches Staatsministerium für Unterricht und Kultus: Regensburg.
  • Gallin, P., & Hußmann, S. (2006). Dialogischer Unterricht- aus der Praxis in die Praxis [Dialogic teaching from practice to practice]. Praxis Mathematik, 48(7), 1–6.
  • Gallin, P., & Ruf, U. (1998). Sprache und Mathematik in der Schule [Language and mathematics at school]. Aufeigenen Wegen zur Fachkompetenz. Seelze-Velber: Kallmeyer.
  • Gerstenmaier, J. (1995). Einführung in die kognitionspsychologie [Introduction to cognitive psychology]. München: Ernst Reinhardt Verlag.
  • Hatton, N., & Smith, D. (1992, December). Towards reflection in teacher education. What counts as evidence? Paper presented at the Annual Conference of the Australian Association for Research in Education, Geelong. Retrieved from http://www.aare.edu.au/92pap/smitd92275.txt
  • Hatton, N., & Smith, D. (1995a). Facilitating reflection: Issues and research. Forum of Education, 50, 49–65.
  • Hatton, N., & Smith, D. (1995b). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11, 33–49.
  • Hernández, R., Fernández, C., & Baptista, P. (2010). Metodología de la investigación [Investigation methodology]. México: McGraw-Hill.
  • Heske, H. (1998). Mathe Explorer Logbuch 7.2 Erfahrungen mit einem Lerntagebuch [Math Explorer logbook 7.2 experiences with a learning journal]. Mathematik in der Schule, 36, 136–143.
  • Kandel, E. (2009). Auf der Suche nach dem Gedächtnis – Die Entstehung einer neuen Wissenschaft des Geistes [In search of memory – The emergence of a new science of mind] (2nd ed.). München: Siedler.
  • Kenney, R., Melanie, S., & David, N. (2013). Reflecting to learn mathematics: Supporting pre-service teachers’ pedagogical content knowledge with reflection on writing prompts in mathematics education. Reflective Practice, 14, 787–800.
  • Leuders, T. (2003). Mathematik als Leistung des Gehirns — Mathematikunterricht aus der Perspektive des Lernenden [Mathematics as a power of the brain – Mathematics teaching from the perspective of the learner]. In T. Leuders (Ed.), Mathematikdidaktik. Ein Praxishandbuch für die Sekundarstufe I & II (pp. 33–47). Berlin: Cornelsen Scriptor.
  • Leuders, T. (2010). Mathematik Didaktik, Praxishandbuch für die Sekundarstufe I und II [Didactics of mathematics, Praxis-handbook for the lower and upper secondary school] (5th ed.). Berlin: Cornelsen Scriptor.
  • Mayer, W. (2003). Lösungsstrategien für mathematische Aufgaben [Strategies for solving mathematical problems] (2nd ed.). Köln: Aulis Verlag Deubner.
  • Motzer, R. (2007). Arbeiten mit Lerntagebüchern in Mathematikvorlesungen. Beiträge zum Mathematikunterricht 2007 [Working with learning journals in mathematics lectures]. Hildesheim: Franzbecker. 887–890.
  • Ramos, E. (2011). Reflexión de docentes sobre la enseñanza del álgebra en un programa formativo [Teacher’s reflection on the teaching of algebra in a training program] (Master’s thesis). Retrieved from http://funes.uniandes.edu.co/1782
  • Reyes-Santander, P. (2010). ¿Por qué aprender un tema específico de la matemática? La visión de los estudiantes [Why learn a specific subject of mathematics? The vision of students]. Actas del VI Congreso Iberoamericano de Docencia Universitaria. Retrieved from http://congreso.pucp.edu.pe/vi-cidu/interna.php?view=actas
  • Reyes-Santander, P. (2012). Caracterización del Pensamiento Matemático: Escenarios con estudiantes universitarios y de liceo utilizando temas de la Teoría de Grupos [Characterization of mathematical thinking: Scenarios with school and high school students using topics of group theory] (Doctoral dissertation). Retrieved from OPUS http://opus.bibliothek.uni-augsburg.de/opus4/frontdoor/index/index/docId/2627
  • Reyes-Santander, P., & Soto-Andrade, J. (2011). Mathematisches Denken. Grundvorstellungen und Metaphern [Mathematical thinking. Grundvorstellungen and Metaphor]. In R. Haug & L. Holzäpfel (Eds.), Beiträge zum Mathematikunterricht 2011 (pp. 683–686). Münster: WTM.
  • Ruf, U., & Gallin, P. (1998). Dialogisches lernen in Sprache und Mathematik [Dialogical learning in language and mathematics]. Seelze-Velber: Kallmeyer.
  • Ruf, U., & Gallin, P. (2005a). Dialogisches Lernen in Sprache und Mathematik. Austausch unter Ungleichen [Dialogical learning in language and mathematics. Exchange between inequalities] (Vol. 1). Seelze-Velber: Kallmeyer.
  • Ruf, U., & Gallin, P. (2005b). Dialogisches Lernen in Sprache und Mathematik. Spuren legen – Spuren lesen [Dialogical learning in language and mathematics. Trace laying – Trace read] (Vol. 2). Seelze-Velber: Kallmeyer.
  • Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30, 331–347.
  • Waasmaier, S. (2009). Aktiv-entdeckendes, metakognitives Lernen im Mathematikunterricht der Hauptschule [Active-discovery and metacognitive learning in mathematics education of secondary school]. Hildesheim: Franzbecker.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.