Teachers' and prospecti̇ve teachers' vi̇ews on note taki̇ng i̇n mi̇ddle school mathemati̇cs classes

Purpose: This study aims to determine the views of middle school mathematics teacher candidates and mathematics teachers regarding note-taking and to examine the note-taking behaviors preferred by mathematics teachers in their lessons. Method: In this study, a qualitative research method was adopted and a case study design was used to deeply examine the views of elementary school mathematics teacher candidates and mathematics teachers regarding note-taking processes. The study group consisted of two groups: The first group consisted of 34 teacher candidates who observed four schools as part of the teaching practice course at Eskişehir Osmangazi University, selected by convenience sampling; the second group consisted of 12 mathematics teachers working in different types of schools in Gaziantep province, selected by purposive sampling. Data were collected from the first group using an openended written interview form and from the second group using semistructured interviews. The collected data were analyzed using content analysis techniques; codes, sub-themes, and themes were developed through an inductive process. Expert opinion, pilot testing, data diversity, consultant confirmation, and direct quotations were used to ensure the validity and reliability of the research. Findings: When examining the findings of teacher candidates, it was observed that practicing teachers mostly used straightforward narration, question-and-answer, and example solution methods in their lessons; they wrote down definitions, rules, important information, and example solutions as notes. Teacher candidates believe that taking notes during class is particularly important in terms of focus, repetition, and retention. The majority of teacher candidates stated that they would prefer to warn or follow up with students who do not take notes; some indicated that they would apply sanctions if necessary. The candidates stated that in their future careers, the methods of note-taking in mathematics teaching would vary according to the class level, student level, learning speed, and developmental characteristics; they would use more writing in lower grades and more problem-solving in higher grades. Although most people believe that the value of note-taking will diminish over time with the proliferation of technological tools, a group of candidates stated that note-taking will never lose its value, only the environment and tools will change. It was observed that mathematics teachers mostly used a combination of research investigation, discovery, and presentation teaching approaches in their lessons; all teachers supported their subject explanations with problem solving. Teachers considered note-taking during lessons to be important, mainly for the reasons of increasing retention, ensuring focus, providing opportunities for repetition, and creating documentation. It was determined that the content of the notes taken was generally definitions-rules, example solutions, and procedural steps. However, it was found that some teachers had students take more detailed or shorter notes depending on the class level and students' readiness; that the content of the notes taken increased in fifth grade and decreased in eighth grade, with more emphasis placed on solving problems. Teachers' behaviors towards students who do not take notes vary from warning, trying to understand the reason, ignoring, or punishing; some teachers stated that they could not intervene due to class size. In general, the findings reveal that both teachers and teacher candidates view note-taking as an important process that supports learning; however, practices vary depending on the class level, student characteristics, and the nature of the course. Conclusions and Recommendations: The research findings indicate that mathematics teachers and teacher candidates view note-taking practices as an important process that supports learning. Teachers viewed note-taking as necessary for increasing retention, maintaining focus, and enabling repetition of the subject matter, while teacher candidates emphasized that note-taking was valuable, particularly for gathering attention and structuring learning. It was observed that the practices of both groups varied according to the class level, student characteristics, and the structure of the lesson; while the content of the notes generally consisted of definitions-rules, example solutions, and procedural steps. Despite the increased use of technological tools, it was concluded that note-taking retains its function in the learning process in mathematics education and continues to be an important part of the teaching process. Based on research findings, it is recommended that teachers use structured and guided note-taking techniques appropriate for different grade levels to make the note-taking process in mathematics classes more effective. Including various types of notes, such as sample solutions, concept maps, short summaries, and step-by-step procedures, may be beneficial to increase students'; attention and support learning. Prospective teachers are advised to observe note-taking strategies more closely during their teaching practice and consciously integrate these methods into their lesson plans. Furthermore, in today's teaching environments where the use of technological tools is increasing, incorporating digital note-taking applications into the teaching process and examining their effects may shed light on future research.