An Investigation On Mathematical Notes Of Senior High School Students

Taking notes in mathematics has always been a learning strategy which is being advocated. Senior grade 3 has its particularity that pressure and efficiency coexist. This paper regarded senior high school students as the object of investigation to get their comprehensive understanding of the mathematical notes.This paper mainly adopts the mixed research methods of combining qualitative and quantitative research, including literature review, case study, questionnaire and interview. Through collecting and consulting literature, this paper combs the theories and researches associated with the mathematical notes both domestic and foreign, and gives a research framework. According to the text analysis of the mathematical notes of 6 cases, literature research and research framework, the questionnaire has been developed, by which the senior high school students of Suzhou High School will be tested. This paper investigated the mathematical notes of students of different levels when they take pre class notes, lecture notes, and organize and review the notes after class from three aspects: students’ attitude and emotion on mathematical note-taking, the content and form of mathematical notes, and the methods and strategies of mathematical notes. Based on the results of questionnaire survey, this paper interviews the 6 cases and the teachers who teach them. On the one hand, it can vertify the survey results; on the other hand, it can learn more about the problems that present in the case study and questionnaire survey.The conclusions are as follows:(1) The dimensions of the students’ attitude and emotion on mathematical note-taking: High-achievers are not only good at applying the encoding function of notes, but also good at applying external storage function of notes; Average-achievers fully accept the function and role of mathematical notes, but the use efficiency of mathematical notes is not high; Low-achievers are not good at applying the encoding function of notes, also they are not good at applying the external storage function of notes;(2) The dimensions of the content and form of mathematical notes: the content and form of mathematical notes of students of different levels show a similar trend. The content and form of pre class notes mainly highlight the key message and do some supplement; The content of lecture notes is vast and diverse, but the form of lecture notes is single; The content and form of organizing and reviewing the notes after class is mainly to correct the wrong problems, lacking of reflection;(3) The dimensions of the methods and strategies of mathematical notes: The students do not pay enough attention to take pre class notes, it has not yet formed a certain method and strategy; The students always adopt the “traditional note-taking strategies” and the “linear note-taking strategies” to take lecture notes. Some of the High-achievers and Average-achievers also adopt some special note-taking strategies, but some of the Low-achievers adopt the “zero note-taking strategies” that they do not take notes; the method and strategy of mathematical notes after class mainly is the “free summary note-taking strategies”, the “limit summary note-taking strategies” is as a supplement.