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Taking notes as a strategy for solving reality-based tasks in mathematics

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Taking notes as a strategy for solving reality-based tasks in mathematics. / Wienecke, Lisa-Marie; Leiss, Dominik; Ehmke, Timo.
In: International Electronic Journal of Mathematics Education, Vol. 18, No. 3, em0744 , 01.07.2023.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Wienecke, L-M, Leiss, D & Ehmke, T 2023, 'Taking notes as a strategy for solving reality-based tasks in mathematics', International Electronic Journal of Mathematics Education, vol. 18, no. 3, em0744 . https://doi.org/10.29333/iejme/13312

APA

Wienecke, L.-M., Leiss, D., & Ehmke, T. (2023). Taking notes as a strategy for solving reality-based tasks in mathematics. International Electronic Journal of Mathematics Education, 18(3), Article em0744 . https://doi.org/10.29333/iejme/13312

Vancouver

Wienecke LM, Leiss D, Ehmke T. Taking notes as a strategy for solving reality-based tasks in mathematics. International Electronic Journal of Mathematics Education. 2023 Jul 1;18(3):em0744 . doi: 10.29333/iejme/13312

Bibtex

@article{d9d8213b40a34c8d9082f0b9b829051d,
title = "Taking notes as a strategy for solving reality-based tasks in mathematics",
abstract = "This study investigates the extent to which student and task-related characteristics are associated with different types of note-taking and analyzes how task success depends on these elements. For this purpose, a sample of n=866 students (age: mean=13.99) completing two reality-based tasks as part of a paper and pencil test are considered. The results demonstrate that the note-taking type differs significantly between the two parallel constructed tasks. For example, language skills (r=.26), interest in mathematics (r=.13), and the socio-economic statuses (r=.12) are observed to be significantly correlated to greater note-taking frequency. Based on linear regression (dependent variable: successful task solution), 34% of the variance is attributed to note-taking and other student characteristics. The most relevant predictor for a successful task solution (β=.36) is notes containing an elaboration of the given task information. ",
keywords = "Didactics of Mathematics, note-taking, Learning strategy, Word problems, mathematical modelling, elaboration, Reading competence",
author = "Lisa-Marie Wienecke and Dominik Leiss and Timo Ehmke",
note = "Publisher Copyright: {\textcopyright} 2023 by Author/s and Licensed by Modestum.",
year = "2023",
month = jul,
day = "1",
doi = "10.29333/iejme/13312",
language = "English",
volume = "18",
journal = "International Electronic Journal of Mathematics Education",
issn = "1306-3030",
publisher = "Modestum Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - Taking notes as a strategy for solving reality-based tasks in mathematics

AU - Wienecke, Lisa-Marie

AU - Leiss, Dominik

AU - Ehmke, Timo

N1 - Publisher Copyright: © 2023 by Author/s and Licensed by Modestum.

PY - 2023/7/1

Y1 - 2023/7/1

N2 - This study investigates the extent to which student and task-related characteristics are associated with different types of note-taking and analyzes how task success depends on these elements. For this purpose, a sample of n=866 students (age: mean=13.99) completing two reality-based tasks as part of a paper and pencil test are considered. The results demonstrate that the note-taking type differs significantly between the two parallel constructed tasks. For example, language skills (r=.26), interest in mathematics (r=.13), and the socio-economic statuses (r=.12) are observed to be significantly correlated to greater note-taking frequency. Based on linear regression (dependent variable: successful task solution), 34% of the variance is attributed to note-taking and other student characteristics. The most relevant predictor for a successful task solution (β=.36) is notes containing an elaboration of the given task information.

AB - This study investigates the extent to which student and task-related characteristics are associated with different types of note-taking and analyzes how task success depends on these elements. For this purpose, a sample of n=866 students (age: mean=13.99) completing two reality-based tasks as part of a paper and pencil test are considered. The results demonstrate that the note-taking type differs significantly between the two parallel constructed tasks. For example, language skills (r=.26), interest in mathematics (r=.13), and the socio-economic statuses (r=.12) are observed to be significantly correlated to greater note-taking frequency. Based on linear regression (dependent variable: successful task solution), 34% of the variance is attributed to note-taking and other student characteristics. The most relevant predictor for a successful task solution (β=.36) is notes containing an elaboration of the given task information.

KW - Didactics of Mathematics

KW - note-taking

KW - Learning strategy

KW - Word problems

KW - mathematical modelling

KW - elaboration

KW - Reading competence

UR - https://www.mendeley.com/catalogue/5bf31d1d-1471-3d6c-b807-3dcf762f8544/

U2 - 10.29333/iejme/13312

DO - 10.29333/iejme/13312

M3 - Journal articles

VL - 18

JO - International Electronic Journal of Mathematics Education

JF - International Electronic Journal of Mathematics Education

SN - 1306-3030

IS - 3

M1 - em0744

ER -

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Research output: Contributions to collected editions/works › Chapter › peer-review

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