
06503204
j
2015f.01049
Morais, Adolfo
Barragu\'es, Jos\'e Ignacio
Guisasola, Jenaro
Using a classroom response system for promoting interaction to teaching mathematics to large groups of undergraduate students.
J. Comput. Math. Sci. Teach. 34, No. 3, 249271 (2015).
2015
Association for the Advancement of Computing in Education (AACE), Waynesville, NC
EN
U75
D45
C75
classroom response system
problembased learning
activities
undergraduate mathematics
mathematical experience
lecturerstudent communication
interaction
Summary: This work describes the design and evaluation of a proposal to use Classroom Response Systems (CRS), intended to promote participative classes of Mathematics at University. The proposal is based on Problem Based Learning (PBL). The outcomes show that Problem Based Learning (PBL) is a relevant strategy in order to construct mathematical teachinglearning activities. These activities aimed to broaden the undergraduate students' mathematical experience by guiding their current deductive and algebraic conception towards an inductive and empirical one. In this context, it is proved that CRS allows establishing a fluid lecturerstudents communication. The strategy generates a working atmosphere that students like and leads to greater learning compared to what is obtained using conventional university teaching. In addition, the proposed methodology has a very wide scope, so it might be used for the teachinglearning of other disciplines different than mathematics.