Embedding opportunities for participation and feedback in large mathematics lectures via audience response systems

Christopher C. Tisdell; Christopher C. Tisdell

doi:10.3934/steme.2021006

STEM Education

2021, Volume 1, Issue 2: 75-91. doi: 10.3934/steme.2021006

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Embedding opportunities for participation and feedback in large mathematics lectures via audience response systems

Christopher C. Tisdell ^{1,2
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1.
School of Mathematics and Statistics, The University of New South Wales, Sydney NSW 2052, Australia
2.
Institute for Teaching and Learning Innovation (ITaLI), University of Queensland, Brisbane Qld 4072, Australia

Received: 01 March 2021 Revised: 01 April 2021
Research article

The purpose of this work is to interpret the experiences of students when audience response systems (ARS) were implemented as a strategy for teaching large mathematics lecture groups at university. Our paper makes several contributions to the literature. Firstly, we furnish a basic model of how ARS can form a teaching and learning strategy. Secondly, we examine the impact of this strategy on student attitudes of their experiences, focusing on the ability of ARS to: assess understanding; identify strengths and weaknesses; furnish feedback; support learning; and to encourage participation. Our findings support the position that there is a place for ARS as part of a strategy for teaching and learning mathematics in large groups.
- mathematics education,
- audience response systems,
- feedback,
- large group teaching,
- open educational resources,
- digital education
Citation: Christopher C. Tisdell. Embedding opportunities for participation and feedback in large mathematics lectures via audience response systems[J]. STEM Education, 2021, 1(2): 75-91. doi: 10.3934/steme.2021006

Related Papers:

Abstract

The purpose of this work is to interpret the experiences of students when audience response systems (ARS) were implemented as a strategy for teaching large mathematics lecture groups at university. Our paper makes several contributions to the literature. Firstly, we furnish a basic model of how ARS can form a teaching and learning strategy. Secondly, we examine the impact of this strategy on student attitudes of their experiences, focusing on the ability of ARS to: assess understanding; identify strengths and weaknesses; furnish feedback; support learning; and to encourage participation. Our findings support the position that there is a place for ARS as part of a strategy for teaching and learning mathematics in large groups.

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