Abstract
The purposes of this study are to explore the meaning and the method of the reflective activities and to propose "reflective learning" as the practice example of reflective activity. Although many papers argue the importance of "looking back" and "reflection" in arithmetic and mathematics learning, they have not made reference to the concrete classroom activity of "looking back" and "reflection". Therefore, the autors defined "reflective activity" as the activity which looks back upon contents of learning after the end of certein learning, and we summarized the meaning of it to the following five: (1) Contents of learning are realized again, and deep understanding is brought. (2) Contents of learning are integrated, and re-composition is brought. (3) Self-evaluation about contents of learning is brought. (4) Lesson induction about contents of learning is brought. (5) The connection of learning is brought. The method and the feature of reflective activity were considered from three viewpoints (the individual reflective activity, the tutoring reflective activity, the collective reflective activity) supposing the actual teaching and the educational guidance where reflective activity is performed. Then based on the results, we proposed "reflective learning" as the practice example of reflective activity after the end of small unit.
