The Influence of Note-taking on Mathematical Solution Processes while Working on Reality-Based Tasks

dc.contributor.author	Wienecke, Lisa-Marie
dc.date.accessioned	2024-12-09T13:37:26Z
dc.date.available	2024-12-09T13:37:26Z
dc.date.issued	2024
dc.description.abstract	Empirical studies show cognitive barriers in translating reality to mathmatics in reality-based tasks (Galbraith & Stillman, 2006). Note-taking is a promising strategy (Graham et al., 2020; Schukajlow et al., 2012; Wienecke et al., 2023). Data from 424 students revealed common note-taking strategies, e.g. marking, writing out important information and using structuring features (RQ1). It also shows that the socioeconomic status significantly correlates with note-taking (RQ2), and notes predict reality-based task success, even factoring in mathematical and language skills (RQ3).	en
dc.identifier.uri	http://hdl.handle.net/2003/43142
dc.identifier.uri	http://dx.doi.org/10.17877/DE290R-24974
dc.language.iso	en
dc.publisher	Gesellschaft für Didaktik der Mathematik	de
dc.relation.ispartof	Beiträge zum Mathematikunterricht 2024	de
dc.relation.ispartofseries	Beiträge zum Mathematikunterricht 57
dc.subject	Sekundarstufe I	de
dc.subject	Modellieren	de
dc.subject	Sprache und Mathematik	de
dc.subject	Analysis	de
dc.subject.ddc	510
dc.title	The Influence of Note-taking on Mathematical Solution Processes while Working on Reality-Based Tasks	en
dc.type	Text
dc.type.publicationtype	ConferencePaper
dcterms.accessRights	open access
eldorado.secondarypublication	false

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