Assessing Clicker Examples versus Board Examples in Calculus

Autor/in	Roth, Kimberly A.
Titel	Assessing Clicker Examples versus Board Examples in Calculus
Quelle	In: PRIMUS, 22 (2012) 5, S.353-364 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2011.623503
Schlagwörter	Academic Achievement; Calculus; Handheld Devices; Classroom Environment; Student Attitudes; Voting; Experiments; College Mathematics; Learning; Rural Areas; Pennsylvania + Suchen Sie Ihr Suchwort? Schulleistung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Klassenklima; Unterrichtsklima; Schülerverhalten; Abstimmung; Erprobung; Lernen; Rural area; Ländlicher Raum
Abstract	The combination of classroom voting system (clicker) questions and peer instruction has been shown to increase student learning. While implementations in large lectures have been around for a while, mathematics has been increasingly using clickers in classes of a smaller size. In Fall 2008, I conducted an experiment to measure the effect of clickers on exam performance. The experiment was conducted with two sections of Calculus 1, using the same examples either on the board or with clickers. By comparing only the lower-performing students in the sections and alternating use of the clicker between sections, I was able to obtain modestly significant results showing improved exam performance for low-performing students, despite a small sample size. (Contains 4 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10