Incorporating student response systems in mathematics classes

Paper


Lozanovski, Con, Haeusler, Carole and Tobin, Patrick. 2011. "Incorporating student response systems in mathematics classes." Hannah, John and Thomas, Mike (ed.) 8th Southern Hemisphere Conference on Teaching and Learning of Undergraduate Mathematics and Statistics: The Long Abiding Path of Knowledge. Rotorua, New Zealand 27 Nov - 02 Dec 2011 Christchurch, New Zealand.
Paper/Presentation Title

Incorporating student response systems in mathematics classes

Presentation TypePaper
AuthorsLozanovski, Con (Author), Haeusler, Carole (Author) and Tobin, Patrick (Author)
EditorsHannah, John and Thomas, Mike
Journal or Proceedings TitleProceedings of Volcanic Delta 2011
ERA Conference ID60707
Number of Pages10
Year2011
Place of PublicationChristchurch, New Zealand
ISBN9780473200190
Web Address (URL) of Paperhttp://www.math.canterbury.ac.nz/~j.hannah/Delta11/VolcanicDelta2011Proceedings.pdf
Conference/Event8th Southern Hemisphere Conference on Teaching and Learning of Undergraduate Mathematics and Statistics: The Long Abiding Path of Knowledge
Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning
Event Details
8th Southern Hemisphere Conference on Teaching and Learning of Undergraduate Mathematics and Statistics: The Long Abiding Path of Knowledge
Event Date
27 Nov 2011 to end of 02 Dec 2011
Event Location
Rotorua, New Zealand
Event Details
Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning
Abstract

In the past decade, Student Response Systems (SRS) have been used more widely in higher education as advancement in technology makes them more affordable, easier to use and of compact design. This technology shows potential in enhancing the student experience, especially in traditionally hard subjects like mathematics. Major reasons for introducing the technology into classrooms include positive student perception, anonymity, active teaching
and learning and providing a natural break from straight content delivery. There remain issues related to the integration of the technology within mathematics courses - in particular related to the time required during lectures
to successfully embed SRS without impinging too greatly on the delivery of the syllabus. In this study the appropriate number of questions that should be posed during a lecture is investigated, as is the time interval that should be
permitted per question and when each question is posed. It has been suggested that SRS are not utilized effectively unless questions used provoke deep learning but this can be problematic and impact on endemic math anxiety regardless of anonymity. It is proposed that questions involving
higher order thinking may be better explored within a tutorial environment using a Team Base Learning approach.

KeywordsSRS; technology; clickers
ANZSRC Field of Research 2020390405. Educational technology and computing
390109. Mathematics and numeracy curriculum and pedagogy
390409. Learning sciences
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsComputational Engineering and Science Research Centre
Faculty of Education
Australian Catholic University
Institution of OriginUniversity of Southern Queensland
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