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Connecting Research to Teaching
Connecting Research to Teaching: A Study of Note Taking and Its Impact on Student Perception of Use in a Geometry Classroom

Angela Walmsley, Aaron Hickman 

May 2006, Volume 99, Issue 9, Page 614

Exploring the use of different classroom note-taking styles with possible implications for the way students use notes in preparing for exams is the focus of this issue’s Connecting Research to Teaching. Connecting Research to Teaching aims to bridge the gap between research and practice by describing current research and then demonstrating its importance and applicability to practicing classroom teachers. This department presents information to help teachers understand students’ conceptions or misconceptions of important ideas, consider various approaches to teaching, and offer activities that probe students’ understanding. 
Connecting Research to Teaching is devoted to articles that bring research insights and findings to an audience of teachers and other mathematics educators (supervisors, professional developers, and teacher educators), and is a regular department of Mathematics Teacher.

Curriculum Developer
Grades 9-12
Professional Development / Teacher Education
Similarity / Congruence