Book contents
- Frontmatter
- Contents
- I An Introduction to Teaching Mathematics with Classroom Voting
- II Studies of Classroom Voting in Mathematics
- 3 Can Good Questions and Peer Discussion Improve Calculus Instruction?
- 4 Using Peer Instruction and i-clickers to Enhance Student Participation
- 5 Student Surveys: What Do They Think?
- III Classroom Voting in Specific Mathematics Classes
- Bibliography
- About the Editors
4 - Using Peer Instruction and i-clickers to Enhance Student Participation
from II - Studies of Classroom Voting in Mathematics
- Frontmatter
- Contents
- I An Introduction to Teaching Mathematics with Classroom Voting
- II Studies of Classroom Voting in Mathematics
- 3 Can Good Questions and Peer Discussion Improve Calculus Instruction?
- 4 Using Peer Instruction and i-clickers to Enhance Student Participation
- 5 Student Surveys: What Do They Think?
- III Classroom Voting in Specific Mathematics Classes
- Bibliography
- About the Editors
Summary
Abstract In my Calculus classes I encourage my students to actively reflect on course material, to work collaboratively, and to generate diverse solutions to questions. To facilitate this I use peer instruction (PI), a structured questioning process, and i-clickers, a radio frequency classroom response system enabling students to vote anonymously. This paper concludes that PI and i-clickers enhance student participation and comprehension. It is important however that students write down their reasoning during PI so as not to be led astray by dominant group members.
Originally published in PRIMUS, Vol. 19, Issue 3, May 2009, pp. 219–231, © Taylor & Francis. PRIMUS is available online at www.informaworld.com/.
The full text of this article is available online at
The complete article is reprinted, with permission, in the print edition of this book.
- Type
- Chapter
- Information
- Teaching Mathematics with Classroom VotingWith and Without Clickers, pp. 21 - 28Publisher: Mathematical Association of AmericaPrint publication year: 2011