Abstract
The use of journals in supporting student learning in elementary number theory is explored. Implications are made for the use of reflective writing for the teaching and learning of proofs and for undergraduate mathematics education.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
