The Empirical Study Of Middle School Math Notes Strategy

Note-taking is a learning strategies commonly used in the lecture.By taking notes, students can not only process the knowledge topromote the understanding and memory（encoding function）, but alsoas a kind of external storage means for arrangement and reviewing（external storage function）. In mathematics learning, note-taking isalso very important, but the specific characteristics of mathematicsdetermines the effective note-taking strategy is different from otherdisciplines.This paper will carry on some empirical research on note-takingstrategy in mathematics learning by investigation and experiment.In the preliminary research stage, the junior two students’ notesdata and performance data were collected, and conductedinterviews with students. Survey showed that, in middle schoolmathematics teaching in the natural environment, although thenumber of mathematical notes can help students to learn mathematics,can also have a positive impact on the overall scores, but have nosignificant correlation with mathematics achievement.Most studentsmathematical notes have external storage function, and the encodingfunction has not fully reflected, so notes’ effect is mainly manifested inthe delay effect, not instant effect. The survey also found that, theexcellent students and students with learning difficulties is different inthe use of mathematical note-taking strategy, the excellent studentshave more knowledge processing before note-taking, but students withlearning difficulties often ignore it.The dependence degree onnote-taking is also different, students usually take a small number ofnotes are independent on note-taking and the knowledge rate offorgetting is slower, students usually take a large of notes aredependent on note-taking and learned the knowledge rate of forgetting is faster.Based on the literature review, teaching experienceand findings, this paper put forward four note-takingstrategies——“Blank note-taking strategy”,“Traditional note-takingstrategy”,“Free summary note-taking strategy” and “Limited summarynote-taking strategy”, and put forward some related suggestions foreffective mathematics note-taking strategy and mathematics teachersteaching behavior.In the experimental study,the senior one students werehomogeneous grouped, and had some experiments and interviews, inorder to test the effect of note-taking strategies for different contents ofmathematics teaching, and put forward the strategy of mathematicsnotes more detailed recommendations. This paper suggests thatstudents do not take notes for the very easy content of themathematics, because the notes do not generate additional effect,but will enable students more dependent on note-taking.Forknowledge easily have negative transfer or some other reasons lead toknowledge processing difficulties, also recommended the use of Blanknote-taking strategy.For practical teaching content of the mathematics,the effect of note-taking is very significant, suggest the use of Traditionalnote-taking strategy,Free or Limited summary note-taking strategy.Forthe contents which need a amount of memory and are more easilyconfused, recommend limited summary note-taking strategy.At the end of this paper, the main research results are summarized,the note-taking strategy guidance were proposed, and added that thelimitations of the study and the following research.