Informal Content and Student Note-Taking in Advanced Mathematics Classes

Autor/inn/en	Fukawa-Connelly, Timothy; Weber, Keith; Mejía-Ramos, Juan Pablo
Titel	Informal Content and Student Note-Taking in Advanced Mathematics Classes
Quelle	In: Journal for Research in Mathematics Education, 48 (2017) 5, S.567-579 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Notetaking; Mathematics Instruction; Advanced Courses; Undergraduate Students; College Science; Professional Personnel; Mathematical Concepts; Mathematical Logic; Validity + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Fortgeschrittenenunterricht; Personalbestand; Mathematical logics; Mathematische Logik; Gültigkeit
Abstract	This study investigates 3 hypotheses about proof-based mathematics instruction: (a) that lectures include informal content (ways of thinking and reasoning about advanced mathematics that are not captured by formal symbolic statements), (b) that informal content is usually presented orally but not written on the board, and (c) that students do not record the informal content that is only stated orally but do if it is written on the board. We recorded 11 80-minute mathematics lectures and photographed the notes of 96 students. We found that (a) informal content was common (with, on average, 32 instances per lecture), (b) most informal content was presented orally, and (c) typically students recorded written content while not recording oral content in their notes. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01