Independent study workbooks for proofs in group theory

This paper describes a small-scale research project based on workbooks designed to support independent study of proofs in a first course on abstract algebra. We discuss the lecturers’ aims in designing the workbooks, and set these against a background of research on students’ learning of group theory and on epistemological beliefs and study habits in higher education. We organise our analysis of student responses around three emerging themes: 1) structured support provided by the workbooks, 2) productive forced study of lecture notes, and 3) engaging with proofs. Discussion of our data in terms of these themes suggests several considerations for the design of tasks for independent study of advanced mathematics.