How Does the Provision of Guided Notes Affect Student Learning in Undergraduate Mathematics?

Autor/inn/en	Krapf, Regula; Pfefferkorn, Luca
Titel	How Does the Provision of Guided Notes Affect Student Learning in Undergraduate Mathematics?
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 8 (2022) 3, S.642-670 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krapf, Regula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-021-00160-x
Schlagwörter	Notetaking; Mathematics Education; Lecture Method; Instructional Materials; Learner Engagement; Undergraduate Students; College Mathematics + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Note-taking in tertiary education is a challenging activity which requires listening, processing and recording new information at the same time. However, in lectures at a high presentation rate, students often have to choose between these activities. One solution which is frequently proposed to mitigate this problem is the use of guided notes, instructor-provided handouts containing blanks that are filled in class. In this article, we investigate how the provision of guided notes in an undergraduate mathematics course can support student learning. A self-report survey reveals that students value guided notes as a tool to remain focussed during the lecture, to process and store new information and to foster active engagement. Moreover, they prefer guided notes both compared to lectures without instructor-provided notes and with full notes. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01