From Guided to Guiding: Optimizing Note-Taking Scaffolds with Universal Design for Learning
Document Type
Peer-Reviewed Article
Publication Date
2025
Abstract
Improving learning in postsecondary mathematics courses is of significant importance to reduce barriers to undergraduate degree completion. This article shares development work identifying ways that Universal Design for Learning (UDL), a framework of considerations for reducing barriers to learning, can improve postsecondary mathematics instructors' usage of note-taking scaffolds called guided notes. We discuss opportunities for mathematics instructors to improve learner agency by transforming guided notes into an enhanced, UDL-aligned version called guiding notes. Guiding notes provide structure while maintaining flexibility to respond to diverse learner needs by integrating student-centered pedagogies that optimize students' access to content, opportunities for support, and executive functioning.
DOI
10.1080/10511970.2025.2571608
Recommended Citation
Bertrand, E., Keazer, L., & Phaiah, J. (2025). From guided to guiding: Optimizing note-taking scaffolds with universal design for learning. PRIMUS, 35(8), 1-17. Doi: 10.1080/10511970.2025.2571608
