Exploring the pedagogic and epistemic benefits of preparatory assignments: A proposal for the use of reading assignments in tertiary mathematics classes
Harbaugh, A.G. (2011) Exploring the pedagogic and epistemic benefits of preparatory assignments: A proposal for the use of reading assignments in tertiary mathematics classes. In: 26th Annual Research Forum (Western Australian Institute for Educational Research Inc) Educational Possibilities, 13 August 2011, University of Notre Dame, Fremantle, Western Australia
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.
|Publication Type:||Conference Paper|
|Murdoch Affiliation:||School of Education|
|Item Control Page|