classroom response systems in mathematics: learning math better through voting
DESCRIPTION
Have you ever wondered if there's a simple way to get students more engaged in a math class? Do you feel that students would benefit from an enhanced focus on conceptual learning in math? If so, there's a simple solution: Let students vote. This session describes different ways to incorporate student voting into mathematics classes, particularly through the use of classroom response systems or "clickers". Of particular interest is peer instruction, a teaching technique that combines the best elements of the flipped classroom, direct instruction, and collaborative learning with a twist of voting to make it all work. (These are slides from a session given at Math in Action 2012 on the campus of Grand Valley State University, Allendale, MI on February 25, 2012.)TRANSCRIPT
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Classroom Response Systems in Mathematics
Learning Math Better Through Voting
Robert Talbert, GVSU / Feb 25, 20121
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Robert Talbert, Ph.D.Associate Professor of Mathematics
Grand Valley State University
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Think of ONE CLASS you are teaching right now, or will be teaching soon, in which your students would benefit from an
increased focus on conceptual understanding.
What class are you thinking of?
(A) Pre-algebra(B) Algebra I(C) Algebra II(D) Geometry(E) Trigonometry(F) Calculus(G) Statistics(H) Other (specify)
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Learners in every class can benefit from improved conceptual understanding through pedagogies that use active student choice.
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Agenda
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Agenda
✤ Good reasons for using clickers
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Agenda
✤ Good reasons for using clickers
✤ Simple ways to use clickers and voting
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Agenda
✤ Good reasons for using clickers
✤ Simple ways to use clickers and voting
✤ Peer instruction design activity
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Agenda
✤ Good reasons for using clickers
✤ Simple ways to use clickers and voting
✤ Peer instruction design activity
✤ ≥ 5min at the end for technology issues.
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Agenda
✤ Good reasons for using clickers
✤ Simple ways to use clickers and voting
✤ Peer instruction design activity
✤ ≥ 5min at the end for technology issues.
✤ QUESTIONS welcome throughout
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Why use voting?
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Why use voting?
Inclusivity
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Why use voting?
Inclusivity
Data
http://www.flickr.com/photos/mcclanahoochie/
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Why use voting?
Inclusivity
Data
http://www.flickr.com/photos/mcclanahoochie/
Engagement
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Why use clickers? ht
tp:/
/ww
w.fl
ickr
.com
/pho
tos/
unav
/
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Why use clickers?
Simplicity
http
://w
ww
.flic
kr.co
m/p
hoto
s/un
av/
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Why use clickers?
Simplicity Ease of use
http
://w
ww
.flic
kr.co
m/p
hoto
s/un
av/
7
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Why use clickers?
Simplicity Ease of use
http
://w
ww
.flic
kr.co
m/p
hoto
s/un
av/
Anonymity
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Ways to use clickers
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Demographics/Information Gathering
On a scale of 1 to 5, rate your familiarity with the Bubble Sort and Insertion
Sort algorithms.
(a) 1 (= Never heard of these)
(b) 2
(c) 3
(d) 4
(e) 5 (= Very familiar with these)
What could you do with this information? Why might this be better than a show of hands?
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The Math Department is considering adding a course fee to MTH 201, 202, and
203 to help cover the licensing fee for Mathematica. If you were taking one of
these courses, what is the maximum amount of money you’d be willing to pay
for this fee?
(a) $0 (= I don’t want a fee)
(b) $5
(c) $10
(d) $25
(e) $50
Polling (not related to course material)
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The Math Department is considering adding a course fee to MTH 201, 202, and
203 to help cover the licensing fee for Mathematica. If you were taking one of
these courses, what is the maximum amount of money you’d be willing to pay
for this fee?
(a) $0 (= I don’t want a fee)
(b) $5
(c) $10
(d) $25
(e) $50
Polling (not related to course material)
0
2
4
6
$0 $5 $10 $20 $50
3
566
4
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Classroom Voting Questions: Calculus IISection 9.1
1. The sequence sn =5n+ 1
n
(a) Converges, and the limit is 1
(b) Converges, and the limit is 5
(c) Converges, and the limit is 6
(d) Diverges
2. The sequence sn = (−1)n
(a) Converges, and the limit is 1
(b) Converges, and the limit is −1
(c) Converges, and the limit is 0
(d) Diverges
3. The sequence 2, 2.1, 2.11, 2.111, 2.1111, · · ·
(a) Converges
(b) Diverges
4. A sequence that is not bounded
(a) Must converge
(b) Might converge
(c) Must diverge
Section 9.2
1. Which of the following is/are geometric series?
(a) 1 + 12 + 1
4 + 18 + · · ·
(b) 2− 43 + 8
9 − 1627 + · · ·
(c) 3 + 6 + 12 + 24 + · · ·(d) 1 + 1
2 + 13 + 1
4 + · · ·(e) (a) and (b) only
(f) (a),(b), and (c) only
(g) All of the above
2. −6 + 4− 8
3+
16
9− 32
27=
(a) −266
81
(b) −422
27
(c) −110
27
(d)110
27
1
Gathering basic formative assessment data
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Focus questioning
11.5: The Chain Rule
1. Suppose that y = u2 and u = sin x. Thendy
dx
(a) Equals 2u
(b) Equals 2x
(c) Equals cos x
(d) Equals 2 cos x
(e) Equals 2 sin x cos x
(f) Equals cos(x2)
(g) Equals 2 cos(x2)
(h) None of the above
11.6: Directional Derivatives and the Gradient Vector
�15
�14
�13
�12
�11
�10
�9
�8
�7
�6
�5
�4
�3
�2
�2
�1 �1
0
12
0.0 0.5 1.0 1.5 2.0
1.6
1.8
2.0
2.2
2.4
1. Consider the contour map of the function z = f(x, y) above. Which of the followinghas the greatest value?
(a) fx(1, 2)
(b) fy(1, 2)
(c) The rate of ascent if we started at (1, 2) and traveled northeast
(d) The rate of ascent if we started at (1, 2) and traveled west
2
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Motivator/discussion catalyst for group work
5. The series∞�
n=1
1
nen
(a) Converges
(b) Diverges
6. The series∞�
n=1
(n− 1)!
5n
(a) Converges
(b) Diverges
4
Put students into working groups to find the answer. Discuss not only the answer but also the methods used to get it.
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“Best answer” questions
(b) Diverges
7. The series∞�
n=1
�1
2n+
1
n
�
(a) Converges
(b) Diverges
8. The series∞�
n=1
1
n(1 + lnn)
(a) Converges
(b) Diverges
9. The series∞�
n=1
�1
2n+
1
n
�
(a) Converges
(b) Diverges
Section 9.4
1. If an > bn for all n and�
bn converges, then
(a)�
an converges
(b)�
an diverges
(c) Not enough information to determine convergence or divergence of�
an
2. The best way to test the series∞�
n=1
lnn
nfor convergence or divergence is
(a) Looking at the sequence of partial sums
(b) Using rules for geometric series
(c) The Integral Test
(d) Using rules for p-series
(e) The Comparison Test
(f) The Limit Comparison Test
3. The series∞�
n=1
cos2 n
n2 + 1
(a) Converges
(b) Diverges
4. The series∞�
n=1
(n−1.4 + 3n−1.2)
(a) Converges
(b) Diverges
3
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Break into pairs or threes.
Come up with a single clicker question to measure something of interest in the class you
identified at the beginning of the talk.
Write it on the paper provided and we’ll share on the document camera.
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Students teach each other concepts using
multiple choice questions designed to
expose common misconceptions.
Eric Mazur, Harvard University
Peer Instruction
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Classroom Voting Questions: Calculus IISection 9.1
1. The sequence sn =5n+ 1
n
(a) Converges, and the limit is 1
(b) Converges, and the limit is 5
(c) Converges, and the limit is 6
(d) Diverges
2. The sequence sn = (−1)n
(a) Converges, and the limit is 1
(b) Converges, and the limit is −1
(c) Converges, and the limit is 0
(d) Diverges
3. The sequence 2, 2.1, 2.11, 2.111, 2.1111, · · ·
(a) Converges
(b) Diverges
4. A sequence that is not bounded
(a) Must converge
(b) Might converge
(c) Must diverge
Section 9.2
1. Which of the following is/are geometric series?
(a) 1 + 12 + 1
4 + 18 + · · ·
(b) 2− 43 + 8
9 − 1627 + · · ·
(c) 3 + 6 + 12 + 24 + · · ·(d) 1 + 1
2 + 13 + 1
4 + · · ·(e) (a) and (b) only
(f) (a),(b), and (c) only
(g) All of the above
2. −6 + 4− 8
3+
16
9− 32
27=
(a) −266
81
(b) −422
27
(c) −110
27
(d)110
27
1
Data from MTH 202, Sec 03, Fall 2011 at GVSU
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Classroom Voting Questions: Calculus IISection 9.1
1. The sequence sn =5n+ 1
n
(a) Converges, and the limit is 1
(b) Converges, and the limit is 5
(c) Converges, and the limit is 6
(d) Diverges
2. The sequence sn = (−1)n
(a) Converges, and the limit is 1
(b) Converges, and the limit is −1
(c) Converges, and the limit is 0
(d) Diverges
3. The sequence 2, 2.1, 2.11, 2.111, 2.1111, · · ·
(a) Converges
(b) Diverges
4. A sequence that is not bounded
(a) Must converge
(b) Might converge
(c) Must diverge
Section 9.2
1. Which of the following is/are geometric series?
(a) 1 + 12 + 1
4 + 18 + · · ·
(b) 2− 43 + 8
9 − 1627 + · · ·
(c) 3 + 6 + 12 + 24 + · · ·(d) 1 + 1
2 + 13 + 1
4 + · · ·(e) (a) and (b) only
(f) (a),(b), and (c) only
(g) All of the above
2. −6 + 4− 8
3+
16
9− 32
27=
(a) −266
81
(b) −422
27
(c) −110
27
(d)110
27
1
0
6
12
18
24
Converges to 1 Converges to 5 Converges to 6 Diverges
6
2
14
2
FIRST VOTE (after 1min individual reflection)
Data from MTH 202, Sec 03, Fall 2011 at GVSU
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Classroom Voting Questions: Calculus IISection 9.1
1. The sequence sn =5n+ 1
n
(a) Converges, and the limit is 1
(b) Converges, and the limit is 5
(c) Converges, and the limit is 6
(d) Diverges
2. The sequence sn = (−1)n
(a) Converges, and the limit is 1
(b) Converges, and the limit is −1
(c) Converges, and the limit is 0
(d) Diverges
3. The sequence 2, 2.1, 2.11, 2.111, 2.1111, · · ·
(a) Converges
(b) Diverges
4. A sequence that is not bounded
(a) Must converge
(b) Might converge
(c) Must diverge
Section 9.2
1. Which of the following is/are geometric series?
(a) 1 + 12 + 1
4 + 18 + · · ·
(b) 2− 43 + 8
9 − 1627 + · · ·
(c) 3 + 6 + 12 + 24 + · · ·(d) 1 + 1
2 + 13 + 1
4 + · · ·(e) (a) and (b) only
(f) (a),(b), and (c) only
(g) All of the above
2. −6 + 4− 8
3+
16
9− 32
27=
(a) −266
81
(b) −422
27
(c) −110
27
(d)110
27
1
0
6
12
18
24
Converges to 1 Converges to 5 Converges to 6 Diverges
6
2
14
2
FIRST VOTE (after 1min individual reflection)
0
6
12
18
24
Converges to 1 Converges to 5 Converges to 6 Diverges
12
21
0
SECOND VOTE (after 2min peer instruction)
Data from MTH 202, Sec 03, Fall 2011 at GVSU
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Peer instruction leads to significant gains in student learning on essential conceptual
knowledge
E. Mazur, Peer Instruction: A User’s Manual
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But: Focusing on conceptual learning also improves problem-solving skill even though
less time in class is spent on examples!
E. Mazur, Peer Instruction: A User’s Manual
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Let’s design a Peer Instruction-oriented Calculus class session.
Which topic would you like?
(A) The definition of the derivative (B) The Product and Quotient Rules (C) Optimization problems(D) The definition of the definite integral
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Working in pairs or threes:
What are the 3--4 most fundamental points from our topic? (If students can’t demonstrate understanding of ______, then
they can’t master the topic.)
Make a brief outline for a 5-8 minute minilecture around each fundamental point.
THEN: Write a ConcepTest question for each point.Focus on a single concept
Not solvable by relying on equationsAdequate number of multiple-choice answers
Unambiguously wordedNeither too easy nor too difficult
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DEBRIEF
What’s good? What are the challenges?
How does this compare to the way you or a colleague teach this material now?
What are the potential costs/benefits for students, teachers, schools,
administrators, etc.?
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TurningPoint ResponseCard RF LCD
(≈ $30 at GVSU bookstore; receiver ≈ $100)
TurningPoint Anywhere software (free download)
Standard GVSU clicker setup
http://www.turningtechnologies.com/responsesystemsupport/downloads/
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Alternatives
iClicker TurningPointResponseWare
Index cards Little whiteboards
PollEverywhere
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Email: [email protected]
Blog: http://chronicle.com/blognetwork/castingoutnines
Twitter: @RobertTalbert
Google+: http://gplus.to/rtalbert
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