Taking notes as a strategy for solving reality-based tasks in mathematics
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In: International Electronic Journal of Mathematics Education, Vol. 18, No. 3, em0744 , 01.07.2023.
Research output: Journal contributions › Journal articles › Research › peer-review
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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/
UR - http://www.scopus.com/inward/record.url?scp=85188468892&partnerID=8YFLogxK
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 -