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- W182178045 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." @default.
- W182178045 created "2016-06-24" @default.
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- W182178045 date "2011-01-01" @default.
- W182178045 modified "2023-09-26" @default.
- W182178045 title "Exploring the pedagogic and epistemic benefits of preparatory assignments: A proposal for the use of reading assignments in tertiary mathematics classes" @default.
- W182178045 hasPublicationYear "2011" @default.
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