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On the basis of a category system that classifies metacognitive activities, the first part of this paper shows to what extent reflection can be understood as one of several metacognitive activities. It is then demonstrated that it proved to be useful to consider different nuances of reflection.   Illustrated by examples taken from math classes on grammar school level, the second part of the essay shows what assignments look like that cause pupils to reflect, and how pupils face up to the demands to reflect on different matters in mathematics education.

Reflection and metacognition in mathematics education— Tools for the improvement of teaching quality