Using a Classroom Response System for Promoting Interaction to Teaching Mathematics to Large Groups of Undergraduate Students

Autor/inn/en	Morais, Adolfo; Barragués, José Ignacio; Guisasola, Jenaro
Titel	Using a Classroom Response System for Promoting Interaction to Teaching Mathematics to Large Groups of Undergraduate Students
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 34 (2015) 3, S.249-271 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Audience Response Systems; Handheld Devices; Educational Technology; Technology Uses in Education; Mathematics Instruction; Undergraduate Students; College Mathematics; Hypothesis Testing; Problem Based Learning; Teaching Methods; Large Group Instruction; Interaction; Knowledge Level; Problem Solving; Calculus; Engineering Education; Foreign Countries; Student Attitudes; Questionnaires; Student Motivation; College Students; Pretests Posttests; Spain + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Hypothesenprüfung; Hypothesentest; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Wissensbasis; Problemlösen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Ingenieurausbildung; Ausland; Schülerverhalten; Fragebogen; Schulische Motivation; Collegestudent; Spanien
Abstract	This work describes the design and evaluation of a proposal to use Classroom Response Systems (CRS), intended to promote participative classes of Mathematics at University. The proposal is based on Problem Based Learnig (PBL) and uses Robert's six hypotheses for mathematical teaching-learning. The results show that PBL is a relevant strategy to establish Robert's hypotheses in order to construct mathematical teaching-learning activities. Different types of activities have been proposed, including theoretical questions and problems, computer tasks, self-assessment, mathematical word searches and crosswords. These activities have aimed to broaden the undergraduate students' mathematical experience by guiding their current deductive and algebraic conception towards an inductive and empirical one, towards the actual origin and construction of mathematical knowledge. In this context, it is proved that CRS allows establishing a fluid lecturer-students communication. The overall result seems to demonstrate that the described methodology generates a working atmosphere that students like. Secondly, results show that the strategy leads to greater learning compared to what is obtained using conventional university teaching. In addition, the proposed methodology has a very wide scope, so it might be used for the teaching-learning of other disciplines different that Mathematics. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01