Using Guided Notes to Support Learning in First-Year Calculus

Autor/inn/en	Kotsopoulos, Donna; Weatherby, Chester; Woolford, Douglas G.
Titel	Using Guided Notes to Support Learning in First-Year Calculus
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 6, S.1629-1644 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kotsopoulos, Donna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1910742
Schlagwörter	Teaching Methods; Mathematics Instruction; Calculus; Outcomes of Education; Algebra; Undergraduate Students; Mathematical Aptitude; Mathematics Achievement; Gender Differences; Correlation; Comparative Analysis; Notetaking + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Korrelation
Abstract	This research explores the use of guided notes in a post-secondary calculus course and the extent to which use enhanced students' success in a first year calculus course. Guided notes have been previously shown to be perceived as helpful to learning by students, and one study showed that the use of guided notes improved pass rates in a first year college algebra course. Using an experimental design, our results show that guided notes improved outcomes for students when compared to a control group that did not use guided notes--logistic regression modelling found evidence that guided notes, mathematical aptitude and gender (male) were associated with a higher probability of a student successfully completing the course. No significant interactions between guided notes and gender was observed. Implications for further research and practitioners are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01