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ERIC Number: EJ1161167
Record Type: Journal
Publication Date: 2017-Nov
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
Informal Content and Student Note-Taking in Advanced Mathematics Classes
Fukawa-Connelly, Timothy; Weber, Keith; Mejía-Ramos, Juan Pablo
Journal for Research in Mathematics Education, v48 n5 p567-579 Nov 2017
This study investigates 3 hypotheses about proof-based mathematics instruction: (a) that lectures include informal content (ways of thinking and reasoning about advanced mathematics that are not captured by formal symbolic statements), (b) that informal content is usually presented orally but not written on the board, and (c) that students do not record the informal content that is only stated orally but do if it is written on the board. We recorded 11 80-minute mathematics lectures and photographed the notes of 96 students. We found that (a) informal content was common (with, on average, 32 instances per lecture), (b) most informal content was presented orally, and (c) typically students recorded written content while not recording oral content in their notes.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A