The objective of this quasi-experimental study was to investigate the effects of reflective journal writing on students’ critical thinking ability and mathematical communication skills. There were two teaching strategies under investigation in this study: the lecture-discussion approach and the reflective journal writing approach. Findings revealed that the performance of students in mathematical communication exposed to reflective journal writing approach was significantly higher than the performance of students exposed to the lecture-discussion approach. In contrast, there was no significant difference in the mean gain scores in critical thinking for both lecture-discussion and reflective journal writing groups.
