Reflective practice is a commonly used term in mathematics education, often without careful definition, implying a contemplative reviewing of learning and/or teaching in mathematics in order to approve, evaluate, or improve practice. A feedback loop is often suggested in which reflective practice feeds back into the design or initiation of practice providing possibilities for improved practice. More precise definitions often draw on Dewey, who wrote:
Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends constitutes reflective thought (1933, p. 9)
… reflective thinking, in distinction to other operations to which we apply the name of thought, involves (1) a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and (2) an act of searching, hunting, inquiring, to find material that will resolve the doubt and dispose of the...
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Jaworski, B. (2014). Reflective Practitioner in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_134
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