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Title: Guided notes for university mathematics and their impact on students' note taking behaviour
Authors: Iannone, Paola
Miller, Dominic
Keywords: Mathematics teaching
Guided notes
Note taking
Issue Date: 2019
Publisher: © Springer (part of Springer Nature)
Citation: IANNONE, P. and MILLER, D., 2019. Guided notes for university mathematics and their impact on students' note taking behaviour. Educational Studies in Mathematics, doi:10.1007/s10649-018-9872-x.
Abstract: This paper reports findings from a case study of the impact that 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 on all aspects of student learning, including on decisions related to note taking during lectures.
Description: This paper is in closed access until 13 March 2020.
Version: Accepted for publication
DOI: 10.1007/s10649-018-9872-x
URI: https://dspace.lboro.ac.uk/2134/36535
Publisher Link: https://doi.org/10.1007/s10649-018-9872-x
ISSN: 0013-1954
Appears in Collections:Closed Access (Mathematics Education Centre)

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