This quasi-experimental design, with a mixed methods approach, examined the effects of an assignment that incorporated reading, writing, discourse, and reflection for Honors Advanced Algebra students. A sample of 150 Honors Advanced Algebra students and two teachers were the participants of the study. The purpose of the quantitative part of the design was to determine if there was a significant increase in scores on a posttest after Honors Advanced Algebra students solved homework assignments, in Brightspace, algebraically (control group) or by using strategies of reading and writing, discourse, and reflection (treatment group). It was determined that students in the treatment group performed higher on the post-test. Additional quantitative elements of this study were measured by surveys (pre and post), given to student and teacher participants, to determine student and teacher attitudes towards learning and teaching with the assignment. There were statistically significant changes in student attitudes. Specifically, students felt that the assignment helped them to better understand the lessons in the unit. Qualitative elements of this study were measured by open-ended questions on the surveys (pre and post) for students and teachers and teacher interviews. The qualitative elements determined student and teacher suggestions for improving learning and teaching with the assignment. The conclusions from this study contribute to an increasing body of research on how to implement reading, writing, discourse, and reflection in mathematical assignments.