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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

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.

Item Type: Conference Paper
Murdoch Affiliation: School of Education
Conference Website: http://www.waier.org.au/index.html
URI: http://researchrepository.murdoch.edu.au/id/eprint/13823
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