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Article
Reflective writing in mathematics education programmes
Reflective Practice
  • Keith McNaught, University of Notre Dame Australia
Year of Publication
2010
Abstract
Negative attitudes towards mathematics are common in pre-service teachers, and opportunities need to be provided which may lead to achieving a more positive approach to mathematics. Studies have demonstrated that an effective technique for reducing negative attitudes towards mathematics in pre-service teachers is to engage in a process of writing reflections through journals and autobiographies. Autobiographical writing and journalling can be used as reflective thinking tools. They enable the exploration of behaviours and attitudes. Research indicates that pre-service teachers are likely to teach as they were taught, and their own learning experiences are central to their professional work. Enabling pre-service teachers to explore their own stories may therefore be important to their long-term professional development. Writing samples collected from pre-service teachers illustrate the potential of reflective writing tasks for personal and professional growth. Biographies, journals and autobiographies were shown to be transformative for both the writer and reader.
Keywords
  • Peer-reviewed,
  • mathematics,
  • attitudes,
  • reflective writing,
  • preservice teachers
Disciplines
Citation Information
Keith McNaught. "Reflective writing in mathematics education programmes" Reflective Practice Vol. 11 Iss. 3 (2010) ISSN: 1462-3943
Available at: http://works.bepress.com/keith-mcnaught/34/