Exploring Students' Responses to Reading Assignments in First-Year University Mathematics Courses

Autor/inn/en	Atkinson, Dawn; Risser, H. Smith
Titel	Exploring Students' Responses to Reading Assignments in First-Year University Mathematics Courses
Quelle	In: Journal of College Reading and Learning, 53 (2023) 1, S.38-57 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atkinson, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2126415
Schlagwörter	Student Reaction; Reading Assignments; College Freshmen; College Mathematics; Academic Achievement; Mathematics Education + Suchen Sie Ihr Suchwort? Schülerkritik; Studienanfänger; Schulleistung; Mathematische Bildung
Abstract	Although reading homework is common in university courses, compliance rates vary. Using interviews, this study explored how five students responded to reading assignments in their introductory college mathematics classes and how they viewed reading and reading-related activities relative to their academic successes. Qualitative content analysis of the interview data and resultant case studies revealed that the participants completed their readings and undertook associated activities to produce gains in confidence, preparedness, mastery, achievement, and self-responsibility. This research offers an in-depth view of students' reading and reading-related practices, highlights the importance they attributed to these behaviors, reveals how their mathematics comfort levels influenced their approaches to reading assignments, exposes complicating factors that impacted their academic achievements, and points to the value of using pedagogic interventions to encourage reading in math courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01