Wienecke, Lisa-Marie2024-12-092024-12-092024http://hdl.handle.net/2003/4314210.17877/DE290R-24974Empirical 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).enGesellschaft für Didaktik der MathematikBeiträge zum Mathematikunterricht 57Sekundarstufe IModellierenSprache und MathematikAnalysis510ConferencePaper