Abstract
This article includes a case study describing our innovative teaching technique of assigning reading journals in a first semester calculus course (Calculus I), as well as an exposition about and recommendations arising from our subsequent experiences implementing similar methods in Junior and Senior mathematics courses. In the primary case study involving Calculus I, students were initially given instructions about how to read the textbook, and then throughout the term, completed journal assignments by taking reading notes, responding to a prompt question, and reflecting upon any confusing portions of the reading. We will describe how practitioners could apply our methods to their classrooms both at the early calculus level and beyond, and why we anecdotally believe some form of the journaling practice was more effective in courses beyond the first semester calculus.
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