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Promoting dialogue teaching in math tutorials through the use of Personal Response Systems (PRS)
Promoting dialogue teaching in math tutorials through the use of Personal Response Systems (PRS)
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Ayelet Weizman
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Aliza Malek
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Abigail Barzilai
Issue 9, p. 42, March 2010
Ayelet Weizman, Aliza Malek & Abigail Barzilai, Technion, Haifa
We conducted a study to examine the effect of the use of clickers during math tutorials on the nature of in-class discussions, on the extent of students’ engagement in class and on students’ attitudes toward PRS. Two experienced instructors taught both with and without the use of clickers. The lessons were videotaped and rated by the students as to their relative satisfaction with the lessons. Analysis of the data revealed a high level of student satisfaction with the employment of clickers in class. Using clickers while solving complex Math problems increased the level of in-class discussions, encouraged student participation and their involvement in the learning process.
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