I have been arguing in this chapter that reflection for evaluative purposes is a necessary part of learning and it is a formative, not a summative, activity. I recommend, therefore, that when considering an activity for inclusion in a mathematics topic you incorporate a reflective component, choosing which of the many strategies discussed below, or others that you invent or read about in the mathematics teachers’ journals or in books, is appropriate to the content of what the children are doing and to the style with which they are doing it.