PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Engaging students in reflective thinking in precalculus
Page: 1244
On a metacognitive level, reflection is known to be an essential skill for improving learning. In practice, students may not always use it of their own accord to improve this kind of learning because it can be mentally demanding, and they often believe that learning mathematics means getting the right answer without reflecting too much on their learning. To encourage reflection on understanding of concepts in my Precalculus course, I introduced assignments that required students to reflect and self-assess their learning of concepts. This study explores this type of pedagogical approach.