Clickers and Classroom Voting in a Transition to Advanced Mathematics Course

Autor/inn/en	Lockard, Shannon R.; Metcalf, Rebecca C.
Titel	Clickers and Classroom Voting in a Transition to Advanced Mathematics Course
Quelle	In: PRIMUS, 25 (2015) 4, S.326-338 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2014.977473
Schlagwörter	Handheld Devices; Audience Response Systems; Educational Technology; Voting; Mathematics Instruction; Small Group Instruction; Group Discussion; Communication Skills; Mathematics Skills; College Mathematics; College Students; College Faculty; Questioning Techniques; Instructional Effectiveness; Student Attitudes; Teacher Attitudes; Surveys; Focus Groups; Massachusetts + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Abstimmung; Mathematics lessons; Mathematikunterricht; Gruppendiskussion; Kommunikationsstil; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Collegestudent; Fakultät; Befragungstechnik; Fragetechnik; Unterrichtserfolg; Schülerverhalten; Lehrerverhalten; Survey; Umfrage; Befragung; Master-Studiengang
Abstract	Clickers and classroom voting are used across a number of disciplines in a variety of institutions. There are several papers that describe the use of clickers in mathematics classrooms such as precalculus, calculus, statistics, and even differential equations. This paper describes a method of incorporating clickers and classroom voting in a Transition to Advanced Mathematics course. The clicker questions were used to initiate small-group discussions in order to improve the mathematical communication skills of the students. Student and instructor reactions to the clickers and group discussions are given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01