Abstract:
Due to the abstract nature of Mathematics, difficulties in understanding and applying the principles in the number system will always occur. In this study a technique of reflection was developed as a learning support strategy for learners in grade seven who experience problems in Mathematics. Adhearing to the perspective of educational psychology, learners were assisted in overcoming their difficulties on both cognitive and affective levels. A prominent approach to teaching Mathematics currently is the problem centered approach, which stems from constructivism as a learning theory. This approach focuses on the learners' ability to construct their own cognitive (and affective) schemata. Reflection as a supportive strategy, accommodates the interaction between cognition and the affect. It makes use of the monitoring and regulating of both cognition and the affect and encourages self evaluation. The reflection technique was applied during a holiday course in an experimental pretest-posttest design. Data were obtained through both quantitative and qualitative techniques from three research groups (an experimental group, a control treatment group and a non-treatment control group). Inter group and intrapersonal comparisons revealed that reflection as a supportive strategy, led to positive results, although not consistently so for all the respondents in the experimental group. A significant improvement was observed relating to word problems and insight, but the technique did not necessarily improve algorithmic work.
