Abstract
The notion of reflection is a broad one, which can be approached from various directions. The intention of this volume is to consider reflection from a (socio-)philosophical and education theoretical point of view and to offer insight into various approaches. Thus, at the centre of attention in this issue are orientations of reflection which concentrate on the discussion of mathematics and its role for, meaning to and effects on each individual, on the learning community, on societal collectives and on the world in the narrow or broader sense. The reference points are mathematics itself, one’s own relationship to mathematics and/or the effects of mathematics on systems, on the world. In the sense of being an opening for this focus, a glimpse above and beyond, in place of different approaches, a metacognitive view of reflection and mathematics will be introduced as an additional aspect, in which the learners reflect on their own position in the learning process and thus make mathematics an object of their own thinking.
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