Kritinės refleksijos raiška patirtinio matematinio ugdymo kontekstuose
Signs of Critical Reflection in Mathematical Experiential Learning Contexts

Summary/Abstract: In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted primary school children in mathematical reasoning. We used the following methods: case study; observation; audio recordings; and qualitative analysis (i. e. content analysis). In whole study, 13 undergraduate students and 16 gifted children from III–IV grades took a part.

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