Skip to main content
Article thumbnail
Location of Repository

Exploring the pedagogic and epistemic benefits of preparatory assignments: A proposal for the use of reading assignments in tertiary mathematics classes

By A.G. Harbaugh

Abstract

This paper presents a theoretical framework supporting the use of reading assignments in mathematics classes. Reading assignments have the potential to change students' epistemic beliefs, self-efficacy and self-regulatory skills. Reading assignments provide a cognitive scaffold that helps students learn how to read a mathematics textbook. Anecdotal observations from a department-wide implementation of preliminary reading assignments at a community college in north-western USA will be discussed in support of proposed research. Suggestions for creation and use are briefly provided. Future research suggestions are also provided

Year: 2011
OAI identifier: oai:researchrepository.murdoch.edu.au:13823
Provided by: Research Repository
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://researchrepository.murd... (external link)
  • http://researchrepository.murd... (external link)
  • http://researchrepository.murd... (external link)
  • http://researchrepository.murd... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.