Using Clickers to Enhance Student Learning in Mathematics

Autor/inn/en	Wang, Ye; Chung, Chia-Jung; Yang, Lihua
Titel	Using Clickers to Enhance Student Learning in Mathematics
Quelle	In: International Education Studies, 7 (2014) 10, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Mathematics Instruction; Audience Response Systems; Handheld Devices; Educational Technology; Technology Uses in Education; Teaching Methods; Special Education; English Language Learners; Geometry; High School Students; Secondary School Mathematics; Pretests Posttests; Control Groups; Experimental Groups; Comparative Analysis; Summative Evaluation; Observation; Scores; Instructional Effectiveness; Student Participation; Grades (Scholastic); California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Geometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Beobachtung; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Notenspiegel; Kalifornien
Abstract	The purpose of this study was to determine how to integrate technology into mathematics classes using clickers in the high school setting. The ability to integrate technology into instruction is a current requirement for mathematics teachers in the United States; however, students have been traditionally taught to solve equations using pencils and paper. In addition to leveraging an understanding of the impact that using interactive Student Response System (SRS) have in helping students learn mathematics, this study also aimed to examine its effect on Special Education and English Language Learner (ELL) student learning outcome. 47 high school students who were enrolled in Geometry class were selected to participate in this study. Pre-tests and post-tests were conducted with both the trial and contrast groups of the study. The trial group contained all of the students in one period of Geometry class in which clickers were integrated into the classroom instruction. The contrast group contained all of the students in the same subject as the trial group but did not use clickers. The key elements of the study included having the technology available to the trial group throughout the entire learning process, having consistent participant groups, and having equal access to the materials presented to both groups. Based on the summative and informal assessment test scores, completion rates of class work and the teacher's observations, the research team concluded that for the students in the trial group, the use of clickers did improve the student learning outcome and class participation in mathematics compared to the contrast group. The test scores of Special Education and ELL students in both groups were also assessed for the clickers' impact on these students' learning. The results showed that the use of clickers had a positive impact as these students gained better test scores. These results align with the current research regarding technology integration in mathematics. Factors affecting the effective integration of technology such as teachers' use of clickers, types of questions teachers should ask and depth of technology integration will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01