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.
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.
This paper is in closed access until 13 March 2020.