PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
An investigation of an effective mathematical reader and his interactions and beliefs about mathematics and mathematics textbooks: The case of Shawn
Page: 218
Previous literature has yet to document whether students do not read their mathematics textbooks because they choose not to or because students are unable to read them effectively. This report is a case study investigating the relationship between a student’s beliefs about textbooks to learn mathematics and their readings of mathematical text. We find that students may choose not to utilize textbooks as part of their learning despite being effective mathematical readers. Future research should investigate the relationship between what students think it means to understand mathematics and their beliefs about learning through interactions with mathematics textbooks.