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Guided notes for university mathematics and their impact on students' note taking behaviour

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posted on 2019-01-10, 13:54 authored by Paola Iannone, Dominic Miller
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.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Educational Studies in Mathematics

Citation

IANNONE, P. and MILLER, D., 2019. Guided notes for university mathematics and their impact on students' note taking behaviour. Educational Studies in Mathematics, 101 (3), pp.387–404.

Publisher

© Springer (part of Springer Nature)

Version

  • AM (Accepted Manuscript)

Publisher statement

This is a post-peer-review, pre-copyedit version of an article published in Educational Studies in Mathematics. The final authenticated version is available online at: https://doi.org/10.1007/s10649-018-9872-x.

Acceptance date

2018-12-21

Publication date

2019-03-13

ISSN

0013-1954

Language

  • en

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