The Influence of Note-taking on Mathematical Solution Processes while Working on Reality-Based Tasks
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Beiträge zum Mathematikunterricht 2024: 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 04.03.2024 bis 08.03.2024 in Essen. ed. / P. Ebers; F. Rösken; B. Barzel; A. Büchter; F. Schacht; P. Scherer. Vol. 3 Münster: WTM - Verlag für wissenschaftliche Texte und Medien, 2024. p. 1521-1524.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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RIS
TY - CHAP
T1 - The Influence of Note-taking on Mathematical Solution Processes while Working on Reality-Based Tasks
AU - Wienecke, Lisa-Marie
N1 - Conference code: 57
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/
UR - https://d-nb.info/1353510808
U2 - 10.17877/DE290R-24974
DO - 10.17877/DE290R-24974
M3 - Article in conference proceedings
SN - 978-3-95987-277-5
VL - 3
SP - 1521
EP - 1524
BT - Beiträge zum Mathematikunterricht 2024
A2 - Ebers, P.
A2 - Rösken, F.
A2 - Barzel, B.
A2 - , A. Büchter
A2 - Schacht, F.
A2 - Scherer, P.
PB - WTM - Verlag für wissenschaftliche Texte und Medien
CY - Münster
T2 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik - GDM 2024
Y2 - 4 March 2024 through 8 March 2024
ER -