A Study of Note Taking and Its Impact on Student Perception of Use in a Geometry

Classroom
Author(s): Angela L. E. Walmsley and Aaron Hickman
Source: The Mathematics Teacher, Vol. 99, No. 9 (MAY 2006), pp. 614-621
Published by: National Council of Teachers of Mathematics
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CONNECTING
^^R?H
Angela L. E. Walmsley and Aaron Hickman

A Study of Note Taking and Its

on Student of
Impact Perception
Use in a Geometry Classroom

In thePaideia Program, Mortimer Adler (1984) "No attention, no engagement, no learning!" per
states that "the activity of themind is occa fectlydescribes the note-taking methods listed above
sioned or initiated by wonder, sustained by in (Banikowski and Mehring 1999, p. 5).
terest and excitement, and reinforced by the pleas Most students are exposed to a traditional typeof
ure inherent in the activity itselfand by delight in note taking that requires them towrite what the
its success" (p. 47). Yet, inmany mathematics class teacher says orwhat the teacher puts on theboard dur
rooms, the teachingmethods used are contrary to inga lecture.Although it is true that the information
each piece ofAdler's statement.More specifically, from the lesson is conveyed from teacher to student,
teachers insist on note-taking strategies that bind note taking of thisnature does not engage or sustain
and inhibit the curiosity and creativity of students. student attention and may not be an effective way for
Most of these strategies involve copyingmain points students to learn and understand. Instead of just hav
word forword from the board, copying theorems ing students copy notes from theboard, a teacher could
from the book word forword, or possibly matching make note taking an activity that engages and sustains
words with their definitions on a worksheet. One students' attentionwhile allowing them to explore and
might question whether these styles of note taking personalize thematerial presented.
are effective in fostering genuine understanding and When students participate in an actively engaging
prolonged retention of thematerial being taught. environment, both cognitively and physically, they
perceive themselves as makers, not just receivers, of
This departmentconsists of articles that bringresearch insightsand findingsto knowledge (Davies andWavering 1999). We
an audience of teachers and othermathematics educators. Articlesmust make
thought that ifstudents did more than just take tra
explicitconnectionsbetween research and teachingpractice.Our conceptionof ditional notes during a lecture theywould develop a
research is a broad one; it includes research on student learning,on teacher
thinking,on language in themathematics classroom, on policy and practice in feeling of responsibility for and ownership of their
mathematics education, on technology in the classroom, on internationalcom education; and in turn, theywould begin to perceive
parativework,andmore. The articles inthisdepartmentfocuson importantideas themselves as makers of knowledge. By helping stu
and includevividwritingthatmakes research findingscome to lifeforteachers. dents cultivate this feeling,we created an atmo
Our goal isto publisharticles thatare appropriateforreflectivediscussions at de
spherewhere studentswould be more eager to par
partmentmeetings or anyother gatheringsof highschoolmathematics teachers.
For furtherinformation, contact the departmenteditor. ticipate, explore, and discuss thematerial presented.
A major step in creating this type of environ
Edited byUbby Knott, knott<i>mso.umtedu ment was to use a note-taking strategy that allowed
UniversityofMontana,Missoula,MT 59812 students to explore and discover new material
while permitting them to organize, study, and learn

614 MATHEMATICSTEACHER | Vol. 99, No. 9 ?May 2006

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 thematerial more efficiently and effectively.The
Name: Date:.
typical student in this class was a high school soph
omore taking geometry. Our goal for the semester
was to implement two alternatives in addition to a Today's Essential Question:
traditional style of note taking to determine if ei
ther alternative helped the students use and under
stand thematerial taught in their geometry classes. The Concepts The Examples BI
We compared the following: (1) a traditional
style of note takingwithout any formal directions
by the teacher; (2) a columnar style of note taking
based on a template; and (3) a personalized style of
note takingwhere students created their own
"mini-textbooks" for a unit.

IMPORTANCEOF NOTE TAKING

To fully explore the three different styles of note
taking and their attributes, one must know what
note taking accomplishes in general for a student. (a)
Students who take notes during a lecture, as op
posed to just listening, focus their attention and Name: Date:
create an organizational process for the informa
Today's Essential Question:
tion presented in class (Einstein, Morris, and Smith
1985). Other studies support the fact that students
Concepts The Examples BI
who take notes during a lecture perform better on
tests over the lecturedmaterial (Carrier 1983 and
Lazarus 1996, cited inHamilton, Seibert, and Gard
ner 2000). When one also considers thatmost peo
ple who do not take notes will forget 80 percent of
what theyhear in class within a two-week period
b"- to
and 95 percent within a four-week period, it is hard
to question the importance of note taking in the be^i = (ok
?
classroom (Hatcher and Pond 1998). A = bt
A more active and contextual environmentwould MOt5
=
match the learning stylesofmore students and incor 50

porate differentaspects in the learning process tohelp 3lc*^- Ik

increase student understanding. The columnar and

personalized stylesof note taking emphasize this envi
ronment for students.We moved from the traditional
style to the columnar styleof note taking and then on
Wit*. H5?-1S?-1o?

to the personalized styleof note takingbecause this

orderwould move students from the lowest to the
highest level of active and contextual learning.
"
H?f?
AN "INFORMAL" STUDY ON NOTE TAKING
Since little research exists on various types of note
taking in high school mathematics classrooms, we (b)
decided to conduct an informal experiment. Our Fig. 1 Template for the columnar note-taking style (a) and a sample of

participants were ten students in one geometry studentwork inthatstyle (b)

class, and the experiment lasted almost two quar
ters through three units in geometry. This "experi studywas in lecture format, and students were ex
mental" class experienced a different style of note pected to take notes during the lectures.
taking that changed with each unit. In part 2, a unit on area, students learned how
For part 1, a unit on parallelograms, students to use the columnar style of note taking (see fig.
were not given any direct instruction on how to 1) and were given daily examples of thismethod.
take notes?they could use any method they pre Students were forced to choose where in the
ferred; theywere only instructed as towhen to take columnar template information should be placed.
notes. The presentation during this part of the Students were told to organize their columns so

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 that the leftmost column ("The Concepts") was vide a way for students to preview and consider
for the lecture's main concepts; the second column actively thematerial for the day and give them a
("The Examples"), for examples that accompanied contextual framework for the new information
those concepts; and the last column, forback presented. The question logwas added so students
ground information ("BI"). Column 3 was in could write their questions down and bring them
cluded because research has stated that students to class the next day for discussion (see fig. 2),
retain information and can retrieve itmore read thereby helping themmake the transition from
ily if they connect new concepts to old concepts school to home and back to school.
(Banikowski and Mehring 1999; Fleming and Leet In part 3, a unit on similarity,students used the
1989; Jensen 1994; Keefe 1988; Sousa 1995). The personalized styleof note taking and created their
authors believed that the addition of Today's Es own "mini-textbook" for theunit (see figs. 3 and 4).
sential Question to the columnar stylewould pro Students were given a listof concepts on similarity to
be included in the textbook, told to give two examples
of each concept, encouraged touse illustrationswhen
Question Log Name:.
appropriate, and given a rubric for assessment of the
textbook.These were the only formal directions given
Date:_
to students.They could format their textbooks any
way they chose. An important aspect of this approach
is that itallows students to place the concepts in their
own contextual frameworkwithin the design of their
textbooks.The personalized style of note taking trans
fers some of the control of the learning process to stu
dents,which in itselfcan provide extramotivation.
Date:.

Jensen (1994), citingMager and McCann, states that

studentmotivation increaseswhen teachers share
controlwith students in the learning process. Kohn
(1998) states that the primary cause of student
burnout comes, not fromoverworking or even boring
Date:. students,but frommaking students feelpowerless. So
when studentshave control, they aremore likely to
participate and take pride in thework theyare com
(a) pleting.With control comes responsibility,which is a
greatmotivator forhigh school students.

Question Log Name:

STUDENT SURVEY RESULTS
Surveys were used to gather student opinion on
Date: the styles of note taking used for each unit (see the
appendix). We analyzed survey results to gather ini
tial information on note taking (how often note tak
ing is used, how much note taking is used for study
ing, etc.) and on how students' opinion on note
taking changed as theymoved fromusing the tradi
tional style to the columnar style and to the personal
ized style. Surveys were given after the students had
taken the unit tests.Below is a basic description of
the information gathered by each survey.

Survey 1. This survey asked forbasic student in

formation (gender, age, etc.); for student opinion
on how often they took notes inmathematics
classes, how often they used notes as a study strat
egy, on how note taking helps with theirunder
standing ofmaterial; and forwhich method of note
taking the student utilized.
Survey 2. This survey asked if students liked the
(b) columnar note-taking style and would continue to
Fig. 2 Blankquestion log (a) and a sample of studentwork (b) use this style; if they used their notes as a study aid;

616 MATHEMATICSTEACHER |Vol. 99, No. 9 ?May 2006

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 These concepts need to be included in your personal thebook. The illustrations that are present are not well drawn
"mini-textbooks": and are not connected to other material present.

Ratios Clarity: The material presented is not easily understandable

and not easy to locate. Illustrations and constructions do not
Proportions
Similar Polygons help with understanding of definitions or conjectures.
Scale Factor Craftsmanship: Little effortis apparent in themaking of thebook.
Similar Triangles Material isnot presented neatly, and very littlecreativityisused.
SSS
SAS Good f14-17 points!
AA Content: Textbook contains a few definitions, conjectures, il
If two triangles are similar, then the perimeters are propor lustrations, and constructions. The material is presented in an

tional to themeasures of corresponding sides. understandable manner, and the individual has personalized
If two triangles are similar, then themeasures of the corre much of thematerial.
sponding altitudes are proportional to themeasures of the Organization: The material is organized with similarmaterials
corresponding sides. grouped togetherand connected with supporting information.
If two triangles are similar, then themeasures of the corre The material is organized in a coherent and understandable
sponding angle bisectors are proportional to themeasures of manner with a few inconsistencies.
only
the corresponding sides. Illustrations: All illustrations and constructions are present
If two triangles are similar, then themeasures of the corre and have some typeof identificationand reference to the con
spondingmedians are proportional to themeasures of the cept theyare supporting.Most illustrationsarewell drawn, col
corresponding sides. ored, and accurately display the concept.
An angle bisector in a triangleseparates theopposite sides into Clarity: The material isunderstandable and easy to locate. Illus
segments thathave the same ratio as theother two sides. trationsare used tohelp support and clarifyconcepts presented.
If a line is parallel to one side of a triangle and intersects the The material is presented in a logical order,with few inconsisten
other two sides in two distinct points, then it separates these cies, thathelps the reader understand thematerial.
sides into segments of proportional lengths. Craftsmanship: Individual has takenmuch time to prepare text
If a line intersects two sides of a triangle and separates the book. The book possesses a unique styleand creativitythrough
sides into corresponding segments of proportional lengths, out and is neatly presented.A special efforthas been made to
then the line is parallel to the third side. make thebook more than just a collection of papers with words.
A segmentwhose endpoints are themidpoints of two sides
of a triangle is parallel to the third side of the triangleand its Excellent f18-20 points!
length is one-half the lengthof the third side. Content: Textbook contains all definitions, conjectures, illus
If three ormore parallel lines intersect two transversals, then trations,and constructions discussed and explored in class. The
they cut off the transversal proportionally. material is presented in an understandable and interestingman
ner, and the individual has personalized most of thematerial.
You need to include definitions and theoremswhen neces Organization: The material is very organizedwith similarmate
sary in your textbooks.Try to personalize these definitions rials grouped together,and strongconnections aremade with sup
and theorems so that theymake sense toyou. You also need porting information.The material is organized in a very coherent
to include examples and illustrationsof these concepts. Please and easily understandable
manner with no inconsistencies.

create your own. Do not copy from your books or notes. If Illustrations: All illustrations and constructions are present
you have questions, refer to the rubric for the textbook. and have a typeof identification and reference to the concept it
is supporting.All illustrations arewell drawn, colored, and ac
Rubric for the "mini-textbook" curately display the concept. Extra care has been taken for cre
ation of illustrations.

Weak ?0-13 points! Clarity: The material is very understandable and easy to locate,
Content: Textbook lacksmany of the definitions, conjectures, and thebook flowswell fromone section to another. Illustra
illustrations, and constructions discussed and explored in class. tions provide key insights, through references, into the concepts
The material is not presentedwell, and none or littlepersonal presented. The material is presented in a logical order,with no
meaning is includedwithin these four areas. inconsistencies, thathelps the reader understand thematerial.
Organization: Little organization is evident. Similarmaterials Craftsmanship: Individual has given the creation of his/her
are spread throughout thebook with no connections to support book special attention and time.Great attention has been given
ing information (illustration, construction, etc.), and there is lit to style,design, and creativity.The textbook is not only neat,
tle coherence ofmaterial. but also well crafted.A great efforthas been made to present
Illustrations: Few illustrations or constructions are present in the material in a professional manner.

Fig. 3 Directions and rubric for the "mini-textbook"

Vol. 99, No. 9 ?May 2006 |MATHEMATICSTEACHER 617

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 The student response to the second style of note
takingwas very positive. All ten students stated
that they liked themethod (four said "a great deal,"
and six said "somewhat"), and theybelieved that
thismethod helped themwith their understanding
of thematerial (six said "more than usual," and
four said "the same as usual"). Some used the
columnar style to study for the test (one said "a
great deal," and eight said "some"), and some said
theywould continue using it (two said "yes," and
eight said "maybe"). In answering the free-response
question, students said that thismethod contained
more examples, making it easier to understand the
material. One student responded that because he
tookmore notes his understanding improved. Stu
dents also said that this stylewas easier to use
when studying for a test.This method may also
have been easier for some students since the infor
mation was highly categorized (the columnar tem
plate was on the board and students could see
where to place the information), which may not
Fig. 4 Student sample for one example from the "mini have occurred during a traditional lecture. In the
textbook" survey, students were asked to state some advan

tages and disadvantages of this style.Advantages

if they felt this stylehelped with their understand included that the style is organized; it is easier be
ing of thematerial; and if they felt that there are cause it is faster and involves lesswriting than
any advantages or disadvantages associated with "regular" notes; and only necessary information is
this style of note taking. recorded. According to survey respondents, the
Survey 3. This survey asked if students liked the method had only two disadvantages: Itwas boring,
"mini-textbook" note-taking style and if theywould and itwas toomuch work.
continue to use this style; if they used their notes as The majority of students liked and used the third
a study aid; if they felt this stylehelped with their style of note taking only somewhat when studying.
understanding of thematerial; if they felt there are When asked to rate this style of note taking, stu
any advantages or disadvantages associated with dents gave various answers. Whereas the columnar
this style of note taking; and if theyhad a prefer style of note taking seemed to have an overall posi
ence for a particular style of note taking. tive influence on student understanding, some
stated that the thirdnote-taking method had a nega
Survey responses indicate that themajority of tive impact on theirunderstanding of thematerial.
students do take notes most of the time inmathe One possible reason for this negative impact is that
matics classes. Also, many students stated that they the personalized style of note taking places more re
use notes for studyingmost or some of the time. sponsibility on the students to create meaning for
The responses of students to the question "Please thematerial, which is contrary to their customary
explain why orwhy not you feel that taking notes learning environment. During class, it appeared that
helps with your understanding of thematerial being some students had a hard time personalizing the
taught" fit into twomajor categories: helping with material; they constantlywanted towrite down the
understanding/remembering and serving as a refer definitions and examples from the book. This diffi
ence/study aid. The question "Please describe the cultymost likely stems from the prevalent focus on
method ormethods you use when you take notes rotememorization and recall theyhave experienced
during a class" generated the following responses: through their academic careers. An analysis of the
outline format, shorthand, index cards, going "mini-textbooks" showed thatmany students re
through the chapter, and color coordinating material verted to the traditionalmodel of taking notes when
by level of importance. However, many students in creating "mini-textbooks."

dicated that theirmethod of note taking consisted of The final question of the last survey asked the
writing what a teacher says orwrites. It appears students to decide which method of note taking
that at least half of the students take notes by writ they preferred overall. The students overwhelm
ingwhat a teacher says orwrites during a lecture, ingly preferred the columnar style.While the per
with littlepersonalization of thatmaterial. sonalized note-taking method offeredmore creativ

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 ity, students probably liked the structure of the sec Academic Achievement of Incarcerated
ond method better because it forced them to "fill in Adolescents with Learning and Behavior
the blanks," making it clearer what was expected. Problems." Remedial and Special Education 21
Furthermore, because students could fill in the (May/June 2000): 133-40.
blanks however they chose, theywere able to be Hatcher, R., and B. Pond. "Standardizing
creative while stillmaintaining the structure of the Organizational Skills for Student Success." Phi
format. Students may perform better if they can use Delta Kappan 79 (May 1998): 715-16.
their notes more effectively in class and while Jensen, Eric. The Learning Brain. San Diego: Turning
studying for tests. Point Publishing, 1994.
Keefe, JamesW., ed. Profiling and Utilizing Learning
CONCLUSION Style.Reston, VA: National Association of
The purpose of this informal experiment was to see Secondary School Principals, 1988.
ifdeviating from the traditional form of note taking Kohn, Alfie. What toLook For ina Classroom. San
did improve students' reflective understanding of Francisco: Jossey-Bass, 1998.

topics. The answer to the question is yes?students Sousa, David A. How the Brain Learns. Reston, VA:
who used the columnar style of note taking utilized National Association of Secondary School
theirnotes forunderstanding most effectively. oo
Principals, 1995.
After our informal studywas completed, we contin
ued to encourage students to use the columnar
form of note taking creatively to understand and, The appendix begins on thefollowing page.
we hoped, master thematerial. Based upon obser
vations of student reaction in the classroom and the
slight positive results from the data, we conclude ANGELA L E. WALMSLEY, walmsley@slu.edu,
that a positive relationship can be found between teaches at Saint Louis University,St. Louis, MO
changing the traditional style of note taking and 63108. Her interests includemathematics educa
student perception of their own increased use of tion and educational research. AARON HICKMAN,
note taking and understanding ofmaterial. ahickman@pkwy.k12.mo.us, teaches at Parkway
We encourage others to try these various types West High School, Baliwin, MO 63011. He teaches
of note taking in their classes. Because of the small prealgebra, geometry, and calculus.
sample size in our experiment, a more formal study
could be performed by assessing grades or student
opinions formally for each type of note taking. This
could be done by a high school teacher who was
teaching two or three sections of the same course According to the U.S. Census,
and who could compare the different types of note which of the followingis closest
taking between the different sections. to the number of Americans who
REFERENCES were alive when the first issue of
Adler, Mortimer. The Paideia Program: An the Mathematics Teacher was
Educational Syllabus. New York: MacMillan, 1984.
published?
Banikowski, Alison K., and Teresa A. Mehring.

"Strategies to Enhance Memory Based on Brain

Research." Focus onExceptional Children 32 (a) 15,000,000
(October 1999): 1-16. (b) 45,000,000
Davies, Mary Ann, and Michael J.Wavering. (c) 75,000,000
"Alternative Assessment: New Directions in

Teaching and Learning." ContemporaryEducation

(d) 100,000,000
71 (Fall 1999): 39-45. (e) 120,000,000
Einstein, G. O., J. Morris, and S. Smith. "Note-taking,
Individual Differences, and Memory forLecture
Information."Journal ofEducational Psychology 77
(1985): 522-32.
Hemming, Laraine E., and JudithLeet. Becoming a
SuccessfulStudent.Glenview, IL: Scott Foresman,
1989.
Hamilton, Sheri,Marilyn A. Seibert, and Ralph
Gardner III. "Using Guided Notes to Improve the

Vol. 99, No. 9 ?May 2006 |MATHEMATICSTEACHER 619

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 APPENDIX
Student Survey 1

Part I?Student Information

Student ID Number: _ Class: _
Age: _ _ Sex:

Part II?Student Opinion on Note Taking

Please circle the letter thatbest answers each question.

M = Most of the time S = Some of the time L = Little of the time

1.How often do you take notes in a math class? M L S

2. How often do you use notes as a tool for studying? M S L

3. Do you feel that taking notes helps with your understanding of thematerial being taught? M S L

For the following questions, please write a brief response that best answers each question.
4. Please explain why orwhy not you feel that taking notes helps with your understanding of thematerial being taught

5. Please describe themethod ormethods you use when you take notes during a class.

Student Survey 2 Student ID Number:.

Please circle the statement that best answers each question.

1.Did you like the column/outline method of note taking used for this unit?

A Great Deal Somewhat NotMuch

2.Will you continue to use thismethod of note taking in other classes?

Yes Maybe No

3. How much did you use the notes taken in class to study for the test?

A Great Deal NotMuch

Some

4. Compared with your previous method of note taking, how would you describe this type of note taking in relation to your
understanding of thematerial? I understood thematerial:

More Than Usual The Same As Usual Less Than Usual

For the following questions, please write a brief response that best answers each question.
5. Please explain why orwhy not you feel that this type of note takinghelped with your understanding of thematerial.

6. Please state any advantages or disadvantages with using this style of note taking and explain your opinion.

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Student Survey 3 Student ) Number:

Please circle the statement thatbest answers each question.

1. Did you like the illustrated "mini-book" method of note taking used for this unit?

A Great Deal Somewhat NotMuch

2.Will you continue to use thismethod of note taking in other classes? Yes No
Maybe

3. How much did you use the notes taken in class to study for the test? A Great Deal Some Not Much

4. Compared to the previous methods of note taking,how would you describe this type of note taking in relation to your
understanding of thematerial? I understood thematerial:

More Than Usual The Same As Usual Less Than Usual

For the following questions, please write a brief response that best answers each question.
5. Please explain why orwhy not you feel that this type of note taking helped with your understanding of thematerial.

6. Please state any advantages or disadvantages with using this style of note taking and explain your opinion.

7. Consider your original style of note taking, the col?mii/putline note-takihg style, and the illustrated "mini-book"
note-taking style.Do you prefer one type of note taking over another? Please explain why orwhy not.

m
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