Abstract
Reflection and the development of reflective practice may assist pre-service teacher education students in the integration of their learning experiences and in the analysis of their actions in their endeavours to become more effective learners and teachers of mathematics. In this qualitative study, and through the use of journals, students reflected on their experiences in a number sense programme and on various aspects related to the teaching and learning of mathematics. This paper relates their insights and experiences, and highlights the importance of reflection in students' development beyond levels of technical rationality.
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