The Influence of Note-taking on Mathematical Solution Processes while Working on Reality-Based Tasks

Publikation: Beiträge in SammelwerkenAufsätze in KonferenzbändenForschungbegutachtet

Authors

Empirical studies show cognitive barriers in translating reality to mathmatics in reality-based tasks (Galbraith & Stillman, 2006). Note-taking is a promising strategy (Graham et al., 2020; Schukajlow et al., 2012; Wienecke et al., 2023). Data from 424 students revealed common note-taking strategies, e.g. marking, writing out important information and using structuring features (RQ1). It also shows that the socioeconomic status significantly correlates with note-taking (RQ2), and notes predict reality-based task success, even factoring in mathematical and language skills (RQ3).
OriginalspracheEnglisch
TitelBeiträge zum Mathematikunterricht 2024 : 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 04.03.2024 bis 08.03.2024 in Essen
HerausgeberP. Ebers, F. Rösken, B. Barzel, A. Büchter , F. Schacht, P. Scherer
Anzahl der Seiten4
Band3
ErscheinungsortMünster
VerlagWTM - Verlag für wissenschaftliche Texte und Medien
Erscheinungsdatum2024
Seiten1521-1524
ISBN (Print)978-3-95987-277-5
ISBN (elektronisch)978-3-95987-278-2
DOIs
PublikationsstatusErschienen - 2024
Veranstaltung57. Jahrestagung der Gesellschaft für Didaktik der Mathematik - GDM 2024: Mathematikdidaktik - Gestern. Heute. Morgen. - Universität Duisburg-Essen, Essen, Deutschland
Dauer: 04.03.202408.03.2024
Konferenznummer: 57
https://gdm-tagung.de/

DOI

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