Facilitating note-taking with guided notes – students’ preferences regarding positions for blanks and preprinted parts

• Frank Feudel ^[2] ; Anja Panse ^[1]
  1. [1] University of Paderborn

     University of Paderborn

     Kreis Paderborn, Alemania

     
  2. [2] Institute of Mathematics, Humboldt-Universität zu Berlin, Berlin, Germany
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 57, Nº. 7, 2026, págs. 1559-1580
• Idioma: inglés
• DOI: 10.1080/0020739X.2024.2310622
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• Resumen

  • In traditional mathematics lectures given on the board, students are often busy taking notes and have trouble listening to the instructor simultaneously. One approach to address this problem is the use of guided notes. These are parts of the instructor’s notes containing blanks at certain positions. Such guided notes can help students process information presented during the lecture, because they have to write less and can be more attentive towards the instructor’s explanations. Furthermore, the blanks provide opportunities for fostering students’ active engagement with the content presented. But which positions of a mathematics lecture might be suitable for blanks in guided notes? While there exist some proposals from instructors, students’ perspectives have been rarely considered, although they are the ones who need to actively process the information presented in the lecture during their note-taking. We therefore investigated at which positions of a mathematics lecture students appreciate blanks within guided notes, and why they perceive the blanks at these positions as helpful for their note-taking. The results provide some indications about suitable positions for blanks or preprinted parts in guided notes, and explain why students might benefit from these during their note-taking.