Using guided notes to support learning in first-year calculus

• Donna Kotsopoulos ^[1] ; Chester Weatherby ^[2] ; Douglas G. Woolford ^[1]
  1. [1] Western University

     Western University

     Azerbaiyán

     
  2. [2] Wilfrid Laurier University

     Wilfrid Laurier University

     Canadá

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 6, 2022, págs. 1629-1644
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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 pre- viously 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 gen- der was observed. Implications for further research and practitioners are included.