Reflection in a Mathematics Classroom

This study was conducted to examine students’ reflection in terms of their beliefs and abilities to go through the activities in a problem-solving classroom. Hundred and twenty diploma students were randomly selected from a list of students who had registered in a course called Mathematics Thinking course at a university in Malaysia. The findings revealed that the students encountered difficulties in dealing with the problem-solving activities in the mathematics classroom. Despite giving their best efforts, the students still found challenges in comprehending the context of the issues rendered to them calling for the much indispensable collaboration or peer assistance.    Keywords: Written reflection; Mathematics classroom; Problem-solving.    eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.   DOI: https://doi.org/10.21834/ebpj.v5iSI1.2289