Teaching Mathematics with Classroom Voting: With and Without Clickers

doi:10.1017/CBO9781614443018

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Teaching Mathematics with Classroom Voting

Teaching Mathematics with Classroom Voting

With and Without Clickers

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This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

Latulippe, Joe 2016. Clickers, iPad, and Lecture Capture in One Semester: My Teaching Transformation. PRIMUS, Vol. 26, Issue. 6, p. 603.

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Cline, Kelly Zullo, Holly Huckaby, David A. Storm, Christopher and Stewart, Ann 2018. Classroom Voting Questions to Stimulate Discussions in Precalculus. PRIMUS, Vol. 28, Issue. 5, p. 438.

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Riegler, Peter 2019. Peer Instruction in der Mathematik. p. 33.

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Riegler, Peter 2019. Peer Instruction in der Mathematik. p. 41.

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Cline, Kelly and Huckaby, David A. 2021. Checkpoint Clicker Questions for Introductory Statistics. PRIMUS, Vol. 31, Issue. 7, p. 775.

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McNicholl, T. H. Frank, K. Hogenson, K. Roat, J. and Carlson, M. P. 2021. Improving Student Success and Supporting Student Meaning-Making in Large-Lecture Precalculus Classes. PRIMUS, Vol. 31, Issue. 7, p. 792.

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Cline, Kelly Huckaby, David A. and Zullo, Holly 2022. Identifying Clicker Questions that Provoke Rich Discussions in Introductory Statistics. PRIMUS, Vol. 32, Issue. 6, p. 661.

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Schneiter, Kady Hadfield, KimberLeigh Felix and Clements, Jenny Lee 2023. Leveraging the “Large” in Large Lecture Statistics Classes. Journal of Statistics and Data Science Education, Vol. 31, Issue. 2, p. 173.

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Cline, Kelly S. Huckaby, David A. and Zullo, Holly 2023. Using Clickers to Address Common Errors and Misconceptions in Statistics. PRIMUS, Vol. 33, Issue. 5, p. 538.

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Edited by Kelly Cline, Carroll College, Holly Zullo, Carroll College

Publisher:: Mathematical Association of America
Online publication date:: February 2012
Print publication year:: 2011
Online ISBN:: 9781614443018
DOI:: https://doi.org/10.1017/CBO9781614443018

Subjects:: Mathematics (general), Mathematics
Series:: MAA Notes

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Are you looking for new ways to engage your students? Classroom voting can be a powerful way to enliven your classroom, by requiring all students to consider a question, discuss it with their peers, and vote on the answer during class. When used in the right way, students engage more deeply with the material, and have fun in the process, while you get valuable feedback when you see how they voted. But what are the best strategies to integrate voting into your lesson plans? How do you teach the full curriculum while including these voting events? How do you find the right questions for your students? This collection includes papers from faculty at institutions across the country, teaching a broad range of courses with classroom voting, including college algebra, precalculus, calculus, statistics, linear algebra, differential equations, and beyond. These faculty share their experiences and explain how they have used classroom voting to engage students, to provoke discussions, and to improve how they teach mathematics. This volume should be of interest to anyone who wants to begin using classroom voting as well as people who are already using it but would like to know what others are doing. While the authors are primarily college-level faculty, many of the papers could also be of interest to high school mathematics teachers.

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Teaching Mathematics with Classroom Voting

With and Without Clickers

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

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Contents

Frontmatter
pp i-vi

Contents
pp vii-x

I - An Introduction to Teaching Mathematics with Classroom Voting
pp 1-2

Introduction
pp 3-4

1 - Teaching Mathematics with Classroom Voting
pp 5-8

2 - Key Issues in Classroom Voting
pp 9-12

II - Studies of Classroom Voting in Mathematics
pp 13-14

3 - Can Good Questions and Peer Discussion Improve Calculus Instruction?
pp 15-20

4 - Using Peer Instruction and i-clickers to Enhance Student Participation
pp 21-28

5 - Student Surveys: What Do They Think?
pp 29-34

III - Classroom Voting in Specific Mathematics Classes
pp 35-36

6 - Questions to Engage Students in Discussion (Q.E.D): Using Clickers in a Mathematics for Liberal Arts Course
pp 37-42

7 - Clickers in Introductory Statistics Courses
pp 43-52

8 - Using Clickers in a Statistics Classroom
pp 53-60

9 - Engaging Statistics Students with Classroom Response Systems
pp 61-70

10 - Incorporating Clicker Technology in the Introductory Statistics Course
pp 71-76

11 - Using Clickers in Courses for Future K–8 Teachers
pp 77-82

12 - Using Clickers in Professional DevelopmentWorkshops
pp 83-86

13 - Using ConcepTests in College Algebra
pp 87-92

14 - An Example of Multi-Purpose Use of Clickers in College Algebra
pp 93-100

15 - ConcepTests—Classroom Voting: A Catalyst for an Interactive College Algebra ClassroomD
pp 101-106

16 - Using Clickers to Encourage Communication and Self-Reflection in Precalculus
pp 107-112

17 - Writing and Adapting Classroom Voting Questions: New Functions from Old
pp 113-120

18 - Enhancing Student Participation and Attitudes in a Large-Lecture Calculus Course
pp 121-126

19 - Good Questions for Mathematics Eduction: An Example from Multivariable Calculus
pp 127-130

20 - Integrating Classroom Voting Into Your Lectures: Some Thoughts and Examples from a Differential Equations Course
pp 131-140

21 - Classroom Voting Questions that Provoke Teachable Moments in Differential Equations
pp 141-148

22 - Teaching Linear Algebra with Classroom Voting: A Class Period on Linear Independence
pp 149-152

23 - Lesson Planning with Classroom Voting: An Example from Linear Algebra
pp 153-158

24 - Using Clickers to Enhance Learning in Upper-Level Mathematics Courses
pp 159-166

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Teaching Mathematics with Classroom Voting

With and Without Clickers

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