RUME 28
2026
Alexandria, Virginia
Using Provided Guided Notes in Coordinated First-year Mathematics Courses
Page: 1329
Lecture-based instruction prevails as the primary pedagogical approach used to teach undergraduate proof-based courses; thus, mathematics education researchers should investigate ways to improve the lecture rather than replace lectures (Melhuish et al., 2022). Mathematicians around the world utilize the “chalk talk” approach when teaching undergraduate mathematics (Artemeva and Fox, 2011), essentially describing the process verbally while referencing the formal mathematics they write on the board. Instructors and students have observed positive impacts of the use of guided notes during mathematics classroom lectures (Cardetti et al., 2010; Krapf and Pfefforkorn, 2022). Course coordination has been successfully implemented in mathematics programs to standardize student experience (Regier et al., 2024), to meet legislative needs (Jensen-Vallin, 2013), and to shift the pedagogical approach across multiple sections of the same course (Golnabi et al., 2020; Rahman et al., 2021). The goal of this study is to examine the use of guided notes in coordinated courses.