Proceedings of The 5th International Conference on Innovative Research in Education
Year: 2022
DOI: https://www.doi.org/10.33422/5th.ireconf.2022.11.450
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Reflective Questions on Relation on a Set: Learning from Undergraduate Students Taking Computer Networks and Information Security Engineering Program
Aziza Juma Iddi, Emmanuel Deogratias, and Nkuba Nyerere
ABSTRACT:
Tanzanian universities offering mathematics programs are faced with significant challenges, especially in preparing university students so that they can reflect on their learning in mathematics classes for improved lesson delivery and learning achievement. Reflective practice stipulates that these students must be able to understand mathematics and manage complex thinking processes for high level achievement of professional skills. Apart from that, the use of reflective questions can be used to evaluate professional development in mathematics. This qualitative study aims to explore the ways that reflective questions were used to enhance university undergraduate students’ understanding of a relation on a set in the research meeting. Twelve undergraduate students (PSTs) volunteered, participated in this study and worked in a group consisting three of PSTs. Data was collected using individual reflective journals. Individual students constructed mathematical ideas based on the asked questions. The collected data was analysed using thematic analysis which involved data familiarisation, initial codes generation, theme searching, theme reviewing, theme defining, and report writing. It was found that reflective questions helped university students to share, process, generalise and apply the concept of the relation on a set. The findings have implications on reflective teaching and learning practice in mathematics classes, including meaning making process, thinking about thinking, and community-based practice.
keywords: reflective questions, relation on a set, undergraduate students, reflective practice