2013 Student Research Conference:
26th Annual Student Research Conference

Effects of Guided Notes in Elementary Mathematics on Student Independence and Understanding
Ashley A. Jevorutsky♦
Dr. Wendy Miner, Faculty Mentor

With the recent shift to a focus on achieving high test scores, teachers have implemented a more direct form of instruction. Researchers have found that guided notes help in the organization and understanding of this presentation style. In my current study, I was interested in the effectiveness of guided notes in a mathematical context in relationship to individual student independence and understanding of concept knowledge. Fifth-grade elementary students (7 girls, 3 boys, Mage = 10.7, age range 10-12 years) received guided notes for a four-week period and all posed questions were recorded to determine student independence. The data implies that there is an increase in student independence for their own learning and concept understanding when guided notes are implemented in an elementary math classroom setting. With the use of guided notes, they asked fewer questions, but there was in increased percentage of questions available in their notes.

Keywords: education, elementary mathematics, elementary students, guided notes, note taking


Presentation Type: Oral Paper

Session: 101-1
Location: VH 1010
Time: 8:00

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♦ Indicates Truman Graduate Student
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