A Case Study on Students' Selective Note-Taking in Undergraduate Number Theory Lecture: Analysis of Recording Patterns for Peer-presented Proofs

This study analyzed the selective note-taking strategies employed by students in an undergraduate number theory course. We examined whether students recorded both proofs presented on the blackboard, how they incorporated the instructor's verbal explanations and feedback, and what organizational strategies they used in their notes. The findings revealed that a significant proportion of students selectively recorded only one of the two proofs presented, and that much of the instructor's feedback was either partially noted or omitted. Additionally, students employed various visual and organizational devices to reconstruct blackboard content. These results provide empirical insights into how blackboard content—an essential medium in undergraduate mathematics lectures—is transmitted to students.