MAAP 2 STEM

While reading some news articles on recent trends in math education, I began thinking about some of the differences between teaching/learning math during the pandemic and post pandemic. For example, in a virtual class, students might be limited to viewing one screen at a time. However, in an in-person class where more space is available, students can view multiple boards to consume and digest information.

After coming back to an in-person setting, one of the observations I noticed about some of my students is that they were not certain what to write, when to write it, or how to go about writing it. Some tried to copy everything they saw on the boards. Some copied very little. And others copied nothing at all.

Today, we are going to provide some helpful recommendations for capturing the main elements of a mathematics class. You may have to experiment to find what works for you, but this is an important strategy in the process of learning mathematics.

Take Notes.

Taking notes today looks a lot different than taking notes when I was in school. For example, in my college Calculus course, I realized that what my instructor wrote on the board came directly from the textbook. As a result, I did not write that information again. I simply used a highlighter to mark the definitions, formulas, and theorems that he covered. By doing that, I was able to focus more on what was being said and done as he worked through examples.

As an instructor, I have seen a lot of students’ notes over the years. Some were remarkable, and some could have used a little work. To illustrate, I once asked a student to show me their notes for a concept. The student pulled out their textbook, which had random sheets of paper stuck in random places within the book. As the student flipped through the pages, I noticed that sections were out of order, and there were few dates on any of the pages. As a result, it took several minutes for the student to locate the notes that applied to the concept. I offered the suggestion of using a folder to organize, but the student responded that their notes were organized.

Here are some simple note-taking tips.

1. Bring paper and pencil. I know we are in the age of technology where students bring their laptops to class. And while it is possible to take math notes on a computer, it might be more challenging to include graphs or charts (unless you are going to add them in later). I always told my students you have to get your hands dirty when learning math. That means you have to write something.
2. Add dates and section headings. Why? You will be able to find things so much easier. At the beginning of a semester, I would give students a tentative course schedule, which laid out the sections we would cover on any given day. When preparing for a test, a student who needs to review a particular section can now find that section in their notes because it is clearly labeled and identifiable.
3. Do not write everything. Instead, focus on what is being said and done. Try to capture the main points, central concepts, and most important details, which will vary depending on the person. Pay attention to what is being emphasized, especially if the instructor says you might see this again. (We will revisit note-taking when we get to things you can do outside of the classroom.)

Know that there are different styles of note-taking (Cornell, outlining, mapping). Experiment with a few to see what works best for you. The main goal is to take effective and reliable notes, which you will use to prepare for an assessment. 

Thanks for reading and sharing. We will be back next week with the beginning of a new series where we discuss topics to consider once you are outside the mathematics classroom.