Workbooks for independent study of group theory proofs.

This report will describe a small-scale research project investigating students’ experience of workbooks designed to support independent study of proofs in a first course on group theory. We will set this description against research and theory on students’ learning of group theory and on epistemological beliefs and study habits in higher education. We will then present two types of data: 1) quantitative feedback from the whole class on the learning experience and practical matters such as time spent, and 2) qualitative analysis of observations and interviews with volunteer students who allowed their first hour’s work on a workbook to be recorded. Finally we will discuss our data in terms of general issues it raises for the design of tasks to support independent study of proofs.