An Investigation Into The Current Situation Of Mathematics Note-taking Among Senior Secondary Students In The Context Of Self-directed Learning And A Study On Guidance Strategies

The curriculum objectives of the General Senior Secondary Mathematics Curriculum Standards(2017 Edition Revised 2020)suggest that,through the learning of the senior secondary mathematics curriculum,students can increase their interest in learning mathematics,enhance their self-confidence in learning mathematics well,develop good mathematical learning habits and develop the ability to learn independently.However,not enough attention is paid to the development of students’ mathematical note-taking skills in the current teaching process of senior secondary mathematics.In this paper,we focus on mathematical note-taking and construct strategies related to mathematical note-taking through the investigation and analysis of the current situation of high school students’ mathematical note-taking to develop students’ ability of independent learning in mathematics.Firstly,on the basis of collating and analysing previous research results and taking into account the actual situation of the survey respondents,this paper compiles a Questionnaire on the Current Situation of Mathematics Note Taking among Senior Secondary Students,which provides a comprehensive and in-depth investigation of the current situation of mathematics note taking among senior secondary students in four dimensions: cognition and attitude,process and method,effect and reflection,and teacher guidance.This was followed by the development of a Teacher-Student Interview on the Current Status of Mathematics Note Taking among Senior Secondary Students,which was used to further understand the views of teachers and students on mathematics note taking.The survey data from the scale questions were then comprehensively,thoroughly and in detail tallied and analysed using statistical methods.Firstly,the survey data were analysed for the basic status quo of each dimension to reveal the current situation of mathematics notes in a comprehensive and concrete manner;secondly,independent samples t-test and one-way ANOVA were used to analyse the differences in the effects of mathematics notes by gender,grade and achievement to reveal the extent of differences in the effects of gender,grade and achievement on mathematics notes;thirdly,Pearson’s correlation coefficient method was used to analyse the effects of mathematics notes by the correlation analysis of the effects of the four dimensions on grades to reveal the extent of the correlations between them;fourth,the results of the non-scale questions and the teacher-student interviews were analysed and summarised.Finally,based on the results of the questionnaire and interviews,a comprehensive analysis of the current situation of mathematics note-taking among high school students was conducted,and strategies and suggestions for further improving students’ mathematics note-taking ability were given from the perspectives of students and teachers alike,providing an important reference basis for enhancing the efficiency of mathematics classroom teaching and improving students’ mathematics note-taking ability.