Graduation Semester and Year
Spring 2026
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Mathematics
Department
Mathematics
First Advisor
Theresa Anne Jorgensen
Abstract
The goal of this study is to investigate how standardized guided notes shape instructional practices and student engagement in coordinated introductory first-year college mathematics courses at a large public university. The researcher explored three multi-section introductory mathematics courses with overlapping learning objectives. Each course required students to purchase a student workbook as part of the instructional materials for the class. The instructors taught primarily from the workbook containing guided notes created by a former coordinator of the course. The researcher used a mixed-methods approach. Instructors and students participated in surveys, class observations and provided class meeting notes. Instructors shared additional context in focus group interviews. Findings revealed that guided notes promote instructional consistency and support student learning behaviors, though instructors often supplemented or deviated from the provided materials to align with their pedagogical preferences. Students reported that the guided notes enhanced their ability to follow lectures, study for exams, and complete homework. New instructors of the courses appreciated the existence of the workbook, but instructors indicated a preference to stray from the workbook as they gained experience teaching. This analysis of the classroom v dynamics when there is significant curricular standardization offers insights into the role of guided notes in coordinated course models. Results from this study suggest that standardized guided notes played a constructive role in both teaching and learning within these introductory coordinated courses. Instructors, particularly those teaching the course for the first time, valued the structured support provided by the workbook, which helped establish coherence and instructional confidence. Students recognized the purpose of the guided notes and were receptive when instructors enriched the material with additional explanations and mathematical context. Both instructors and students actively engaged with the workbook during class, and its use promoted shared expectations and aligned classroom practices. Overall, the guided notes functioned as a unifying resource that fostered consistency, supported student engagement, and facilitated productive interactions between instructors and students.
Keywords
Course coordination, Guided notes, First-year mathematics, Introductory mathematics, Partial notes, Provided guided notes, College mathematics, Mathematics education
Disciplines
Applied Mathematics | Curriculum and Instruction | Mathematics | Other Applied Mathematics | Science and Mathematics Education
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Huber, Jennifer L., "Using Provided Guided Notes in Coordinated Introductory First-Year Mathematics Courses" (2026). Mathematics Dissertations. 1.
https://mavmatrix.uta.edu/math_dissertations2/1
Included in
Curriculum and Instruction Commons, Mathematics Commons, Other Applied Mathematics Commons, Science and Mathematics Education Commons