Taking notes as a strategy for solving reality-based tasks in mathematics
Lisa-Marie Wienecke 1 * , Dominik Leiss 1 , Timo Ehmke 1
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1 Leuphana University Lueneburg, Lueneburg, GERMANY* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 18, Issue 3, August 2023, Article No: em0744

https://doi.org/10.29333/iejme/13312

Publication date: 01 Jul 2023

Online publication date: 25 May 2023

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Article Downloads: 1193

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