Note-taking in a mathematics classroom

• Published in: Australian mathematics teacher Vol. 70; no. 4; pp. 21 - 25
• Main Authors: Hoong, Leong Yew, Guan, Tay Eng, Seng, Quek Khiok, Fwe, Yap Sook, Luen, Tong Cherng, Toh, Wei Yeng Karen, Chia, Alexander, Teck, Ong Yao
• Format: Journal Article
• Language: English
• Published: Australian Association of Mathematics Teachers (AAMT) 22.12.2014; The Australian Association of Mathematics Teachers, Inc
• Subjects: Ability Grouping; Algebra; Attention; Classroom management; Classroom techniques; Equations (Mathematics); Foreign Countries; Grade 8; High risk students; Homework; Learning Problems; Mathematical research; Mathematics; Mathematics achievement; Mathematics attitudes; Mathematics education; Mathematics Instruction; Mathematics Skills; Note taking; Notetaking; Primary school mathematics; Primary secondary education; Secondary education; Secondary school mathematics; Student attitudes; Study and teaching; Study Habits; Teaching Methods; Singapore
• ISSN: 0045-0685; 1839-4779

In Singapore, depending on their performance at the end of a nationwide Year 6 examination, students are channelled into three ability streams for Years 7 to 10: Express (60%), Normal Academic (25%), Normal Technical (15%). In the paper reported here, the focus is on students in the Normal Academic (NA) stream. The authors discussed at length the academic portrait of this targeted student group in order to be able to identify areas to attend to when designing intervention. Among others, the authors identified 'study habits' (SH) as one domain for careful consideration. SH is defined as the set of behavioural norms that heighten productive study of mathematics, such as doing homework regularly, taking careful notes in class, being attentive when teacher is explaining, asking the right questions, among others. [Author abstract, ed]