This project is no longer listed on FindAPhD.com and may not be available.
Click here to search FindAPhD.com for PhD studentship opportunitiesAbout the Project
Recent research has investigated the content of the lecture notes students take during mathematics lectures both in traditional lectures (e.g. Lew et al., 2016) and when using guided notes (Iannone and Miller, 2019; Cardetti et al., 2018). Early findings show that when students use guided notes, they tend to write more informal comments than when they take notes in traditional chalk and talk classes. This project aims to investigate the nature and frequency of the informal comments that students take on guided notes, together with the link between engagement, attainment and the nature of the comments written in the notes.
Some questions which may be useful to think about are: how does what appear in the students’ lecture notes compare with what the lecturer said in class? How do students act (if at all) on the notes taken in class once class is over? What role do the notes have (if any) in revising for final exams?
How to apply
All applications are made online, please select the school/department name under the programme name section and include the quote reference number.
https://www.lboro.ac.uk/study/postgraduate/apply/research-applications/
Entry Requirements
Applicants should have, or expect to achieve, at least a 2:1 Honours degree (or equivalent) in mathematics or mathematics education.
Funding Notes
UK/EU Fee band: Research Band 1 Classroom Based (£4,327)
International Fee band: Research Band 1 Classroom Based (£16,900)
References
Cardetti, F., Khamsemanan, N., & Orgnero, M. C. (2010). Insights regarding the usefulness of partial notes in mathematics courses. Journal of the Scholarship of Teaching and Learning, 80–92.
Iannone, P. and Miller, D. (2019) Guided notes for university mathematics and their impact on students’ note taking behaviour. Educational Studies in Mathematics. 3, 387–404.
Lew, K., Fukawa-Connelly, T. P., Mejia-Ramos, J. P., & Weber, K. (2016). Lectures in advanced mathematics: Why students might not understand what the mathematics professor is trying to convey. Journal for Research in Mathematics Education, 47(2), 162–198.

Search Suggestions
Based on your current searches we recommend the following search filters.
Check out our other PhDs in Loughborough, United Kingdom
Check out our other PhDs in Applied Mathematics
Start a new search with our database of over 4,000 PhDs

PhD Suggestions
Based on your current search criteria we thought you might be interested in these.
Embodied learning: How motor difficulties constrain learning during parent-child interaction in infants/toddlers with Down syndrome and Williams syndrome
Anglia Ruskin University ARU
Pulse Shape Analysis for Radiation Detection with Machine Learning
Brunel University London
Autonomous learning with Artificial Intelligence - (studied entirely by Distance Learning)
Aberdeen University