ERIC Number: EJ1220563
Record Type: Journal
Publication Date: 2019-Jul
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1954
EISSN: N/A
Guided Notes for University Mathematics and Their Impact on Students' Note-Taking Behaviour
Iannone, Paola; Miller, Dominic
Educational Studies in Mathematics, v101 n3 p387-404 Jul 2019
This paper reports findings from a case study of the impact that teaching using guided notes has on university mathematics students' note-taking behaviour. Whereas previous research indicates that students do not appreciate the importance of lecturers' non-written comments and record in their notes only what is written on the board when taught with the traditional chalk and talk method, some students in our study recorded the non-written comments as well as some of their own links between sections of the lecture. We did not, however, find students' attitude towards those comments to be different from what previous research found. We conclude that guided notes can be an appropriate way of teaching university mathematics but on their own cannot make the pedagogical intentions of the lecturer clearer to the students. We also found that the educational environment plays a big part for all aspects of student learning, including decisions related to note-taking during lectures.
Descriptors: College Students, College Mathematics, Mathematics Instruction, Notetaking, Teaching Methods, Student Attitudes, College Faculty, Educational Environment, Lecture Method
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A