TY - CHAP

T1 - The Influence of Note-taking on Mathematical Solution Processes while Working on Reality-Based Tasks

AU - Wienecke, Lisa-Marie

PY - 2024

Y1 - 2024

N2 - 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).

AB - 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).

KW - Didactics of Mathematics

KW - Empirical education research

UR - https://www.wtm-verlag.de/beitraege-zum-mathematikunterricht/

U2 - 10.17877/DE290R-24974

DO - 10.17877/DE290R-24974

M3 - Article in conference proceedings

SN - 978-3-95987-277-5

BT - Beiträge zum Mathematikunterricht 2024

PB - WTM - Verlag für wissenschaftliche Texte und Medien

CY - Münster

ER -