NOTE TAKING IN MATHEMATICS CLASS

Author(s): Kay I. Meeks

Source: The Mathematics Teacher, Vol. 84, No. 3 (MARCH 1991), pp. 190-191
Published by: National Council of Teachers of Mathematics
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 TIPS FOR BEGINNERS

NOTE TAKING IN These steps can be committed to memory

MATHEMATICS CLASS and used later.

The Problem
It's the end of the third week of the term. A
student comes to you saying, "I don't under
stand what's wrong. I can follow what you do
in class, but when I try my homework, I move faster than students who are trying to
can't do it." A little investigating may show
that the student's notes from class contain
little more than some algebraic expressions,
carefully solved equations that came from
who-knows-where, and a listing of home
work problems to be worked.
The Solution
This student, like many others, needs in
struction on how to take notes in a mathe
matics class. Here are some note-taking tips
that can be shared with our students.
First, students need to know that they
should be writing down more than equations
and formulas. The inclusion ofwhy
formula was appropriate or where
tion came from will be ofmore use to them
later than many of the manipulations that
follow. Their assumption, unless they are
told otherwise, may be that symbols and
numbers are mathematics but that words
and ideas are not and thus do not belong in
their notes. Tell students that they need to
list the general steps used to solve a given
type of problem. For example, in solving a
radical equation, the steps may be as fol
lows:
1. Isolate the radical term.
2. Square both sides of the equation.
Until we begin to write these sorts of
things on the chalkboard, however, our stu
dents are not going to put them in their
notes. Also, the actual process ofwriting on
the chalkboard helps to ensure that we don't
take good notes.
During and after laboratory or discovery
lessons, students need to write their own
notes on what is being learned. Again, they
should initiallybe informedof the types of
things to be recorded. Results and proce
dures are important, but so are thoughts on
connections to other lessons, comparisons to
the results of other groups, and ideas on
extensions of the activity.
We need to be persistent
in stressing
careful note-taking. The language, symbol
ism, and punctuation ofmathematics is pre
cise. In addition to recognizing the need for
a certain
clarity in notes for homework purposes, we
an equa
should remember that the NCTM's curricu
lum standards call for increased attention to
communicating mathematical ideas orally
and inwriting. For students to communicate
mathematical ideas in writing, they need
instruction and practice in the proper use of
the language of mathematics. One tech
nique to reinforce these ideas of clarity and
carefulness is collecting notebooks and eval
uating the notes taken. This approach is
followed not for grading purposes but to help
students learn proper skills inwriting math
ematics. If it is done early in the term, many
difficulties stemming from incomplete or im

3. Solve for the variable. proper notes may be avoided. A second tech
nique is to give a fifteen-to-twenty-minute
4. Check for extraneous roots.
presentation early in the term during which
students are expected to take notes. Some
'Tips for Beginners" offers ways topresent lessons, strat
or grading, students are then asked to exhibit their
egies for homework assignments techniques
for classroom management, and other ideas helpful to notes on the chalkboard, and the teacher
the beginning mathematics teacher. and class offer constructive criticism.

190 Mathematics Teacher

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 Finally, we need
to tell students that it is Mumme, Judith, and Nancy Shepherd. "Implementing
the Standards: Communication in Mathematics."
important that they go over their notes as Arithmetic Teacher 38 (September 1990):18-22.
soon as possible after class to fill in any Socha, Susan C. "Math Class Logs." Mathematics

missing information and to check to see Teacher 82 (October 1989):511-13.

whether they understand what they have J.Meeks

Kay
written. Most students realize that they Ball State University
should notwait until the night beforea test Muncie, IN 473Q6
to review their notes, but they may still
MONTCLAIRSTATECOLLEGE
think that once a week is enough. They need Tenure Track Assistant Professor
to hear a reminder that by Saturday the Two Positions
Candidates will participate in curriculum develop
details they didn't write down on Monday ment, be scholarly and professionally active and teach
will probably be missing from their memo 12 credits per sem. Doc. inMath Ed. or Math.

ries as well as from their notes. MathematicsEducationV12

Teach undergrad. math, and grad. math. ed.
Many students put effort into their math courses. Expertise in jr. and sr. h.s. math, curricu
ematics courses, constantly struggling with lum and current software are required; supervisory
experience preferred.
little reward. Sharing these tips on note
Mathematics Education V13
taking with students should make their ef Teach primarily undergrad. math. Expertise in re
math. ed. programs at the
forts more productive. medial/developmental
college and sec. level; interest in elem. math,
preferred.
BIBLIOGRAPHY Resume with V number and names, addresses and
C.
phone numbers of three references to Dr. Kenneth
Davison, David M., and Daniel L. Pearce. "Using Writ Wolff, Dept. of Math, and Computer Science, Montclair
ing Activities to Reinforce Mathematics Instruction." State College, UpperMontclair,NJ 07043. Screening
ArithmeticTeacher 35 (April 1988):42. begins February 4, 1991 and continues until positions
to Enhance in Gen
are filled. Starting date isSeptember 1,1991. Positions
Havens, Lynn. "Writing Learning is
Mathematics Teacher 82 (October subject to available funding. Montclair State College
eral Mathematics."
Actionemployer.
/Affirmative
an Equal Opportunity
1989):551-54.

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March 1991

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