Taking notes as a strategy for solving reality-based tasks in mathematics
Full Text (PDF)
More Detail
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.
License
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
Article Views: 1997
Article Downloads: 1487
Open Access References How to cite this articleReferences
- Atkinson, R. K., Levin, J. R., Kiewra, K. A., Meyers, T., Kim, S.-I., Atkinson, L. A., Renandya, W. A., & Hwang, Y. (1999). Matrix and mnemonic text-processing adjuncts: Comparing and combining their components. Journal of Educational Psychology, 91(2), 342-357. https://doi.org/10.1037/0022-0663.91.2.342
- Baghaei, P., & Grotjahn, R. (2014). Establishing the construct validity of conversational C-Tests using a multidimensional Rasch model. Psychological Test and Assessment Modeling, 56(1), 60-82.
- Blomhøj, M., & Jensen, T. H. (2007). What’s all the fuss about competencies? Experiences with using a competence perspective on mathematics education to develop the teaching of mathematical modelling. In W. Blum, P. L. Galbraith, H.-W. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education (pp. 45-56). Springer. https://doi.org/10.1007/978-0-387-29822-1_3
- Blum, W., & Leiss, D. (2007). How do students and teachers deal with modelling problems? In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical modelling: Education, engineering and economics (pp. 222-231). Horwood Publishing. https://doi.org/10.1533/9780857099419.5.221
- Blum, W., Galbraith, P. L., Henn, H.-W., & Niss, M. (Eds.) (2007). Modelling and applications in mathematics education. Springer. https://doi.org/10.1007/978-0-387-29822-1
- Boaler, J. (2022). Mathematical mindsets: Unleashing students’ potential through creative mathematics, inspiring messages and innovative teaching. John Wiley & Sons.
- Boch, F., & Piolat, A. (2005). Note taking and learning: A summary of research. The WAC Journal, 16(1), 101-113. https://doi.org/10.37514/WAC-J.2005.16.1.08
- Boonen, A. J. H., van Wesel, F., Jolles, J., & van der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15-26. https://doi.org/10.1016/j.ijer.2014.08.001
- Borromeo Ferri, R. (2006). Theoretical and empirical differentiations of the phases in the modelling process. ZDM, 38(2), 1-8. https://doi.org/10.1007/BF02655883
- Bråten, I., & Samuelstuen, M. S. (2007). Measuring strategic processing: Comparing task-specific self-reports to traces. Metacognition and Learning, 2(1), 1-20. https://doi.org/10.1007/s11409-007-9004-y
- Brinkmann, A. (2003). Mind mapping as a tool in mathematics education. The Mathematics Teacher, 96(2), 96-101. https://doi.org/10.5951/MT.96.2.0096
- Brinkmann, A. (2005). Knowledge maps: Tools for building structure in mathematics. International Journal for Mathematics Teaching and Learning, 1473, 111.
- Brown, J. P. (2019). Real-world task context: Meanings and roles. In G. A. Stillman, & J. P. Brown (Eds.), Lines of inquiry in mathematical modelling research in education (pp. 53-81). Springer. https://doi.org/10.1007/978-3-030-14931-4_4
- Buschmeier, G. (2017). Denken und Rechnen 2 [Schülerband] ([Grundschule, Bremen, Hamburg, Hessen, Niedersachsen, Nordrhein-Westfalen, Rheinland-Pfalz, Saarland, Schleswig-Holstein], Druck A) [Thinking and arithmetic 2nd [student volume] ([Elementary school, Bremen, Hamburg, Hesse, Lower Saxony, North Rhine-Westphalia, Rhineland-Palatinate, Saarland, Schleswig-Holstein], Print A)]. Westermann.
- Buzan, T. (1983). Use both sides of your brain. EP Dutton.
- Chang, W., & Ku, Y. (2015). The effects of note-taking skills instruction on elementary students’ reading. The Journal of Educational Research, 108(4), 278-291. https://doi.org/10.1080/00220671.2014.886175
- Chen, P.-H. (2021). In-class and after-class lecture note-taking strategies. Active Learning in Higher Education, 22(3), 245-260. https://doi.org/10.1177/1469787419893490
- Clarkson, P. C. (1991). Language comprehension errors: A further investigation. Mathematics Education Research Journal, 2(2), 24-33. https://doi.org/10.1007/BF03217225
- Cohen, R. A. (1969). Conceptual styles, culture conflict, and nonverbal tests of intelligence. American Anthropologist, 71(5), 828-856. https://doi.org/10.1525/aa.1969.71.5.02a00040
- Cox, R. (1999). Representation construction, externalised cognition and individual differences. Learning and Instruction, 9(4), 343-363. https://doi.org/10.1016/S0959-4752(98)00051-6
- Cummins, D. D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role of understanding in solving word problems. Cognitive Psychology, 20(4), 405-438. https://doi.org/10.1016/0010-0285(88)90011-4
- Daroczy, G., Wolska, M., Meurers, W. D., & Nuerk, H.-C. (2015). Word problems: A review of linguistic and numerical factors contributing to their difficulty. Frontiers in Psychology, 6, 348. https://doi.org/10.3389/fpsyg.2015.00348
- Davis-Dorsey, J., Ross, S. M., & Morrison, G. R. (1991). The role of rewording and context personalization in the solving of mathematical word problems. Journal of Educational Psychology, 83(1), 61-68. https://doi.org/10.1037/0022-0663.83.1.61
- Depaepe, F., De Corte, E., & Verschaffel, L. (2010). Teachers’ approaches towards word problem solving: Elaborating or restricting the problem context. Teaching and Teacher Education, 26(2), 152-160. https://doi.org/10.1016/j.tate.2009.03.016
- Dryvold, A., Berqvist, E., & Österhom, M. (2015). Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency. Nordisk Matematikdidaktikk, 20(1), 5-31.
- Entrekin, V. S. (1992). Mathematical mind mapping. The Mathematics Teacher, 85(6), 444-445. https://doi.org/10.5951/MT.85.6.0444
- Frejd, P. (2013). Modes of modelling assessment–A literature review. Educational Studies in Mathematics, 84(3), 413-438. https://doi.org/10.1007/s10649-013-9491-5
- Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., Schatschneider, C., & Fletcher, J. M. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98(1), 29-43. https://doi.org/10.1037/0022-0663.98.1.29
- Fuchs, L. S., Fuchs, D., Stuebing, K., Fletcher, J. M., Hamlett, C. L., & Lambert, W. (2008). Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition? Journal of Educational Psychology, 100(1), 30-47. https://doi.org/10.1037/0022-0663.100.1.30
- Fuchs, L. S., Gilbert, J. K., Fuchs, D., Seethaler, P. M., & Martin, B. (2018). Text comprehension and oral language as predictors of word-problem solving: Insights into word-problem solving as a form of text comprehension. Scientific Studies of Reading, 22(2), 152-166. https://doi.org/10.1080/10888438.2017.1398259
- Galbraith, P. L., & Stillman, G. A. (2006). A framework for identifying student blockages during transitions in the modelling process. ZDM, 38(2), 143-162. https://doi.org/10.1007/BF02655886
- Gijsbers, D., de Putter-Smits, L., & Pepin, B. (2020). Changing students’ beliefs about the relevance of mathematics in an advanced secondary mathematics class. International Journal of Mathematical Education in Science and Technology, 51(1), 87-102. https://doi.org/10.1080/0020739X.2019.1682698
- Gillespie, A., Graham, S., Kiuhara, S., & Hebert, M. (2014). High school teachers’ use of writing to support students’ learning: A national survey. Reading and Writing: An Interdisciplinary Journal, 27(6), 1043-1072. https://doi.org/10.1007/s11145-013-9494-8
- Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 90(2), 179-226. https://doi.org/10.3102/0034654320914744
- Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372. https://doi.org/10.3102/003465430303953
- Grotjahn, R., & Drackert, A. (2020). The electronic C-test bibliography. http://www.c-test.de/deutsch/ctest/pdf/C%20Test%20Bibliography/Grotjahn_Drackert_Electronic_Ctest_Bibliography_10_2020.pdf
- Grotjahn, R., Klein-Barley, C., & Raatz, U. (2002). C-test: An overview. In J. A. Coleman, R. Grotjahn, & U. Raatz (Eds.), University language testing and the C-test (pp. 93-114). AKS-Verlag.
- Hadwin, A. F., & Winne, P. H. (1996). Study strategies have meager support: A review with recommendations for implementation. The Journal of Higher Education, 67(6), 692-715. https://doi.org/10.1080/00221546.1996.11774821
- Hagen, Å. M., Braasch, J. L. G., & Bråten, I. (2014). Relationships between spontaneous note-taking, self-reported strategies and comprehension when reading multiple texts in different task conditions. Journal of Research in Reading, 37(S1), S141-S157. https://doi.org/10.1111/j.1467-9817.2012.01536.x
- Harsch, C., & Hartig, J. (2010). Empirische und inhaltliche analyse lokaler Abhängigkeiten im C-test [Empirical and content analysis of local dependencies in the C-test]. Der C-Test: Beiträge aus der Aktuellen Forschung [The C-Test: Contributions from Current Research], 193-204.
- Hegarty, M., & Kozhevnikov, M. (1999). Types of visual-spatial representations and mathematical problem solving. Journal of Educational Psychology, 91(4), 684-689. https://doi.org/10.1037/0022-0663.91.4.684
- Jamieson-Noel, D., & Winne, P. H. (2003). Comparing self-reports to traces of studying behavior as representations of students’ studying and achievement. Zeitschrift für Pädagogische Psychologie [Journal of Educational Psychology], 17(3/4), 159-172. https://doi.org/10.1024//1010-0652.17.34.159
- Kaiser, G. (2017). The teaching and learning of mathematical modeling. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 267-291). National Council of Teachers of Mathematics.
- Kaiser, G., & Schukajlow, S. (2022). Innovative perspectives in research in mathematical modelling education. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for Psychology of Mathematics Education (pp. 147-176). PME.
- Kaiser, G., Blum, W., Stillman, G., & Borromeo Ferri, R. (Eds.). (2011). Trends in teaching and learning of mathematical modelling. Springer. https://doi.org/10.1007/978-94-007-0910-2
- Kiewra, K. A. (1989). A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review, 1(2), 147-172. https://doi.org/10.1007/BF01326640
- Kiewra, K. A., Benton, S. L., Kim, S. I., Risch, N., & Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20(2), 172-187. https://doi.org/10.1006/ceps.1995.1011
- Kiewra, K. A., DuBois, N. F., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83(2), 240-245. https://doi.org/10.1037/0022-0663.83.2.240
- King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29(2), 303-323. https://doi.org/10.2307/1163370
- Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363-394. https://doi.org/10.1037/0033-295X.85.5.363
- Kobayashi, K. (2005). What limits the encoding effect of note-taking? A meta-analytic examination. Contemporary Educational Psychology, 30(2), 242-262. https://doi.org/10.1016/j.cedpsych.2004.10.001
- Lahtinen, V., Lonka, K., & Lindblom-Ylänne, S. (1997). Spontaneous study strategies and the quality of knowledge construction. British Journal of Educational Psychology, 67(1), 13-24. https://doi.org/10.1111/j.2044-8279.1997.tb01223.x
- Laidlaw, E. N., Skok, R. L., & McLaughlin, T. F. (1993). The effects of notetaking and self-questioning on quiz performance. Science Education, 77(1), 75-82. https://doi.org/10.1002/sce.3730770105
- Lee, K., Ng, S.-F., Ng, E.-L., & Lim, Z.-Y. (2004). Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology, 89(2), 140-158. https://doi.org/10.1016/j.jecp.2004.07.001
- Leenaars, F. A. J., van Joolingen, W. R., & Bollen, L. (2013). Using self-made drawings to support modelling in science education: Using self-made drawings to support modelling. British Journal of Educational Technology, 44(1), 82-94. https://doi.org/10.1111/j.1467-8535.2011.01272.x
- Leiss, D., Plath, J., & Schwippert, K. (2019). Language and mathematics–Key factors influencing the comprehension process in reality-based tasks. Mathematical Thinking and Learning, 21(2), 131-153. https://doi.org/10.1080/10986065.2019.1570835
- Leiss, D., Schukajlow, S., Blum, W., Messner, R., & Pekrun, R. (2010). The role of the situation model in mathematical modelling–Task analyses, student competencies, and teacher interventions. Journal Für Mathematik-Didaktik [Journal for Mathematics Didactics], 31(1), 119-141. https://doi.org/10.1007/s13138-010-0006-y
- Lonka, K., Lindblom-YlÄnne, S., & Maury, S. (1994). The effect of study strategies on learning from text. Learning and Instruction, 4(3), 253-271. https://doi.org/10.1016/0959-4752(94)90026-4
- Ludwig, M., & Reit, X. R. (2013). Comparative study about gender differences in mathematical modelling. In G. Nagarjuna, A. Jamakhadia, & E.M. Sam (Eds.), Proceedings of EPISTEME 5 (pp. 48-54). Cinnamon Teal.
- Malone, J., & Dekkers, J. (1984). The concept map as an aid to instruction in science and mathematics. School Science and Mathematics, 84(3), 220-231. https://doi.org/10.1111/j.1949-8594.1984.tb09543.x
- Matos, J. F., & Carreira, S. (1995). Cognitive processes and representations involved in applied problem solving. In C. W. Sloyer, W. Blum, & I. D. Huntley (Eds.), Advances and perspectives in teaching of mathematical modelling and applications (pp. 71-80). Horwood Publishing.
- Mayer, R. E., & Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg, & T. Bem-Zeev (Eds.), The nature of mathematical thinking (pp. 29-54). Lawrence Erlbaum.
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
- Niss, M. (2016). Mathematical competencies and PISA. In K. Stacey, & R. Turner (Eds.), Assessing mathematical literacy. The PISA experience (pp. 5-34). Springer.
- Niss, M., Blum, W., & Galbraith, P. L. (2007). Introduction. In W. Blum, P. L. Galbraith, H.-W. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education (pp. 3-32). Springer. https://doi.org/10.1007/978-0-387-29822-1_1
- Novac, J. D. (1996). Concept mapping: A tool for improving science teaching and learning. In D. F. Treagust, R. Duit, & B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 32-43). Teachers College Press.
- Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949. https://doi.org/10.1002/tea.3660271003
- OECD. (2013). PISA 2012 released mathematics items. OECD Publishing.
- OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
- Palm, T. (2002). The realism of mathematical school tasks. Features and consequences [Unpublished doctoral dissertation]. University of Umea.
- Pape, S. J. (2004). Middle school children’s problem-solving behavior: A cognitive analysis from a reading comprehension perspective. Journal for Research in Mathematics Education, 35(3), 187-219. https://doi.org/10.2307/30034912
- Paredes, S., Cáceres, M. J., Diego-Mantecón, J. M., Blanco, T. F., & Chamoso, J. M. (2020). Creating realistic mathematics tasks involving authenticity, cognitive domains, and openness characteristics: A study with pre-service teachers. Sustainability, 12(22), 9656. https://doi.org/10.3390/su12229656
- Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. https://doi.org/10.1177/0013164493053003024
- Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19(3), 291-312. https://doi.org/10.1002/acp.1086
- Plath, J. (2017). Das Anfertigen von Notizen bei der Bearbeitung von realitätsbezogenen Mathematikaufgaben [Taking notes while working on reality-based mathematics tasks]. In D. Leiss, M. Hagena, A. Neumann, & K. Schwippert (Eds.), Mathematik und Sprache: Empirischer Forschungsstand und unterrichtliche Herausforderungen [Mathematics and language: Empirical research and teaching challenges]. Waxmann.
- Plath, J. (2020). Verstehensprozesse bei der Bearbeitung realitätsbezogener Mathematikaufgaben: Klassische Textaufgaben vs. Zeitungstexte [Comprehension processes during the processing of reality-based mathematics tasks: Classical text tasks vs. newspaper texts]. Journal für Mathematik-Didaktik [Journal for Mathematics Didactics], 41(2), 237-266. https://doi.org/10.1007/s13138-019-00148-w
- Plath, J., & Leiss, D. (2018). The impact of linguistic complexity on the solution of mathematical modelling tasks. ZDM, 50(1-2), 159-171. https://doi.org/10.1007/s11858-017-0897-x
- Pollak, H. O. (1979). The interaction between mathematics and other school subjects. In UNESCO (Ed.), New trends in mathematics teaching. United Nations Educational, Scientific and Cultural Organization.
- Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM, 52(1), 33-44. https://doi.org/10.1007/s11858-019-01118-9
- Ray, A. B., Graham, S., Houston, J. D., & Harris, K. R. (2016). Teachers’ use of writing to support students’ learning in middle school: A national survey in the United States. Reading and Writing, 29(5), 1039-1068. https://doi.org/10.1007/s11145-015-9602-z
- Reilly, D., Neumann, D. L., & Andrews, G. (2015). Sex differences in mathematics and science achievement: A meta-analysis of national assessment of educational progress assessments. Journal of Educational Psychology, 107(3), 645-662. https://doi.org/10.1037/edu0000012
- Reinhold, F., Hofer, S., Berkowitz, M., Strohmaier, A., Scheuerer, S., Loch, F., Vogel-Heuser B., & Reiss, K. (2020). The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults. Mathematics Education Research Journal, 32(2), 189-211. https://doi.org/10.1007/s13394-020-00331-0
- Rellensmann, J., Schukajlow, S., & Leopold, C. (2020). Measuring and investigating strategic knowledge about drawing to solve geometrical modelling problems. ZDM, 52(1), 97-110. https://doi.org/10.1007/s11858-019-01085-1
- Reusser, K. (1988). Problem solving beyond the logic of things: Contextual effects on understanding and solving word problems. Instructional Science, 17(4), 309-338. https://doi.org/10.1007/BF00056219
- Rinkens, H.-D., & Dingemans, S. (Eds.). (2014). Welt der Zahl: Mathematisches Unterrichtswerk für die Grundschule. 2 [Schülerband]/erarb. von Steffen Dingemans (Für die Grundschule, [Nordrhein-Westfalen, Hessen, Rheinland-Pfalz, Saarland], Druck A) [World of numbers: Mathematical instruction book for elementary school. 2, [student volume]/edited by Steffen Dingemans (for elementary school, [North Rhine-Westphalia, Hesse, Rhineland-Palatinate, Saarland], print A)]. Schroedel.
- Rogiers, A., Merchie, E., & Van Keer, H. (2020). Opening the black box of students’ text-learning processes: A process mining perspective. Frontline Learning Research, 8(3), 40-62. https://doi.org/10.14786/flr.v8i3.527
- Rovers, S. F., Clarebout, G., Savelberg, H. H., de Bruin, A. B., & van Merriënboer, J. J. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14, 1-19. https://doi.org/10.1007/s11409-019-09188-6
- Samuelstuen, M. S., & Bråten, I. (2007). Examining the validity of self‐reports on scales measuring students’ strategic processing. British Journal of Educational Psychology, 77(2), 351-378. https://doi.org/10.1348/000709906X106147
- Schnotz, W., & Dutke, S. (2004). Kognitionspsychologische Grundlagen der Lesekompetenz: Mehrebenenverarbeitung anhand multipler Informationsquellen [Cognitive psychology of reading competence: Multilevel processing using multiple sources of information]. In U. Schiefle, C. Artelt, W. Schneider & P. Stanat (Eds.), Struktur, Entwicklung und Förderung von Lesekompetenz [Structure, development and promotion of reading skills](pp. 61-99). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-81031-1_4
- Schukajlow, S., Kaiser, G., & Stillman, G. (2018). Empirical research on teaching and learning of mathematical modelling: A survey on the current state-of-the-art. ZDM, 50(1-2), 5-18. https://doi.org/10.1007/s11858-018-0933-5
- Schukajlow, S., Kaiser, G., & Stillman, G. (2021). Modeling from a cognitive perspective: Theoretical considerations and empirical contributions. Mathematical Thinking and Learning, 1-11. https://doi.org/10.1080/10986065.2021.2012631
- Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Müller, M., & Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics, 79(2), 215-237. https://doi.org/10.1007/s10649-011-9341-2
- Slotte, V., Lonka, K., & Lindblom-Ylänne, S. (2001). Study-strategy use in learning from text. Does gender make any difference? Instructional Science, 29(3), 255-272. https://doi.org/10.1023/A:1017574300304
- Spires, H. A., & Stone, P. D. (1989). The directed notetaking activity: A self-questioning approach. Journal of Reading, 33(1), 36-39.
- Staub, F. C. (2006). Notizenmachen: Funktionen, Formen und Werkzeugcharakter von Notizen [Note-taking: Functions, forms and tool character of notes]. In H. Mandl, & H. F. Friedrich (Eds.), Handbuch Lernstrategien [Learning strategies handbook] (pp. 59-71). Hogrefe.
- Stillman, G., Brown, J., & Galbraith, P. L. (2010). Identifying challenges within transition phases of mathematical modeling activities at year 9. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students’ mathematical modeling competencies (pp. 385-398). Springer. https://doi.org/10.1007/978-1-4419-0561-1_33
- Strohmaier, A. R. (2020). When reading meets mathematics: Using eye movements to analyze complex word problem solving [Doctoral dissertation, Technical University of Munich]. https://mediatum.ub.tum.de/?id=1521471
- Trabasso, T., & Bouchard, E. (2002). Teaching readers how to comprehend text strategically. Comprehension Instruction: Research-based Best Practices, 176-200.
- UNESCO. (2017). Education for sustainable development goals–Learning objectives. United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54675/CGBA9153
- van den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(1), 9-35. https://doi.org/10.1023/B:EDUC.0000005212.03219.dc
- van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press.
- Verschaffel, L., Greer, B., & de Corte, E. (2000). Making sense of word problems. Swets & Zeitlinger Publishers.
- Verschaffel, L., Schukajlow, S., Star, J., & van Dooren, W. (2020). Word problems in mathematics education: A survey. ZDM, 52(1), 1-16. https://doi.org/10.1007/s11858-020-01130-4
- Vorhölter, K. (2018). Conceptualization and measuring of metacognitive modelling competencies: Empirical verification of theoretical assumptions. ZDM, 50(1-2), 343-354. https://doi.org/10.1007/s11858-017-0909-x
- Walkington, C. A. (2013). Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Journal of Educational Psychology, 105(4), 932-945. https://doi.org/10.1037/a0031882
- Walkington, C., Clinton, V., & Shivraj, P. (2018). How readability factors are differentially associated with performance for students of different backgrounds when solving mathematics word problems. American Educational Research Journal, 55(2), 362-414. https://doi.org/10.3102/0002831217737028
- Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). Macmillan.
- Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89(1), 41-65. https://doi.org/10.1007/s10649-015-9595-1
- Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555-584. https://doi.org/10.54870/1551-3440.1317
- Witherby, A. E., & Tauber, S. K. (2019). The current status of students’ note-taking: Why and how do students take notes? Journal of Applied Research in Memory and Cognition, 8(2), 139-153. https://doi.org/10.1016/j.jarmac.2019.04.002
How to cite this article
APA
Wienecke, L.-M., Leiss, D., & Ehmke, T. (2023). Taking notes as a strategy for solving reality-based tasks in mathematics. International Electronic Journal of Mathematics Education, 18(3), em0744. https://doi.org/10.29333/iejme/13312
Vancouver
Wienecke LM, Leiss D, Ehmke T. Taking notes as a strategy for solving reality-based tasks in mathematics. INT ELECT J MATH ED. 2023;18(3):em0744. https://doi.org/10.29333/iejme/13312
AMA
Wienecke LM, Leiss D, Ehmke T. Taking notes as a strategy for solving reality-based tasks in mathematics. INT ELECT J MATH ED. 2023;18(3), em0744. https://doi.org/10.29333/iejme/13312
Chicago
Wienecke, Lisa-Marie, Dominik Leiss, and Timo Ehmke. "Taking notes as a strategy for solving reality-based tasks in mathematics". International Electronic Journal of Mathematics Education 2023 18 no. 3 (2023): em0744. https://doi.org/10.29333/iejme/13312
Harvard
Wienecke, L.-M., Leiss, D., and Ehmke, T. (2023). Taking notes as a strategy for solving reality-based tasks in mathematics. International Electronic Journal of Mathematics Education, 18(3), em0744. https://doi.org/10.29333/iejme/13312
MLA
Wienecke, Lisa-Marie et al. "Taking notes as a strategy for solving reality-based tasks in mathematics". International Electronic Journal of Mathematics Education, vol. 18, no. 3, 2023, em0744. https://doi.org/10.29333/iejme/13312