Experiencing Learning Mathematics and Reflection Calculus 12 Participants’ Study

Abstract

This study focuses on the assessment strategy that was designed in 2017-2018 academic year in two Calculus 12 classes. Students affect was at the centre of the research questions, thus clinical interviews were used to create data on the relationship with mathematics as well as personal reflections on the learning of mathematics in the given year and overall in students' experience in school. Grounded Theory was used as a research methodology bringing the emerging themes to the surface. The analysis showed that students were interested in reflecting on their learning and the new approach to assessment made a positive change in their relationship with leaning in a mathematics classroom.