Abstract
Note-taking is one of the most pervasive activities of students in college courses, so it has been the subject of educational research for quite some time. Yet despite the large body research, little is known about the characteristics of note-taking in mathematics. For this reason, this exploratory study examined the note-taking habits of seven students in an introductory calculus course to determine which content they placed in their notes, the factors that affected their note-taking, and the way they used their notes for graded assignments. The results were compared to a general note-taking framework to determine its usefulness in characterizing note-taking in mathematics. Implications for research and teaching are given.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Research in Undergraduate Mathematics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.