Creating discussions with classroom voting in linear algebra

Cline, Kelly; Zullo, Holly; Duncan, Jonathan; Stewart, Ann; Snipes, Marie A.

doi:10.1080/0020739x.2012.742152

Cited by 17 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also from a formative assessment perspective, researchers argues that the answer choices should include logical answers with common student errors and misunderstandings (Cline et al, 2013;Crouch & Mazur, 2001;Lim, 2011;Miller et al, 2006), in order to detect the frequency of these common errors. However, there seem to be different opinions on how effective these tasks are in generating discussions.…”

Section: Designing Crs Tasksmentioning

confidence: 99%

“…However, there seem to be different opinions on how effective these tasks are in generating discussions. For instance, Cline et al (2013) argue that these tasks do not always produce valuable discussions.…”

Section: Designing Crs Tasksmentioning

confidence: 99%

“…Concerning tasks aiming to generate mathematical classroom discussions, research suggests that the tasks should: focus on important concepts (Cline et al, 2013;Crouch & Mazur, 2001); focus on one key issue (Cline et al, 2013); be quite difficult (Cline et al, 2013;Crouch & Mazur, 2001); produce distributed answers (Cline et al, 2013); and draw on prior knowledge and ways of thinking, and connect these to new mathematics (Miller et al, 2006). Further, it is suggested that CRS tasks should focus on analysis and reasoning instead of calculation or memory recall (Beatty et al, 2006a;Cline et al, 2013;Lim, 2011). A more specific tactic is to have multiple defendable answers, or no answer (Beatty et al, 2006a;Hodgen & Wiliam, 2011;Miller et al, 2006).…”

Section: Designing Crs Tasksmentioning

confidence: 99%

“…• DP1:1 If you want to construct CRS tasks in multiple-choice format aiming to generate mathematical classroom discussions that mainly concern students' conceptual knowledge, you are best advised to build the distractors on common misconceptions or mistakes, because this gives the opportunity to establish discussions that allow students to overcome or decrease these misconceptions or mistakes (Cline et al, 2013;Crouch & Mazur, 2001;Haladyna et al, 2002;Kay & LeSage, 2009;Lim, 2011;Miller et al, 2006;Wit, 2003). • DP2:1 If you want to construct CRS tasks in multiple-choice format aiming to generate mathematical classroom discussions that mainly concern students' understanding of procedures, you are best advised to let the choices display different possible solutions, because these tasks can force students to analyse, discuss and reason about the effectiveness and/or correctness of these different strategies and methods (Swan, 2005;.…”

Section: Cyclementioning

confidence: 99%

“…• DP2:2 If you want to construct CRS tasks in multiple-choice format aiming to generate mathematical classroom discussions that mainly concern students' understanding of procedures, you are best advised to create a challenging task with choices displaying different possible solutions, because these tasks can force students to analyse, discuss and reason about the effectiveness and/or correctness of these different strategies and methods (Swan, 2005;). • DP3:2 If you want to construct CRS tasks in multiple-choice format aiming to generate mathematical classroom discussions that build on students' misconceptions or mistakes, you are best advised to build distractors on typical misconceptions or mistakes, because this offers the opportunity to conduct discussions in which you can force students to discard or decrease these misconceptions or mistakes (Cline et al, 2013;Crouch & Mazur, 2001;Haladyna et al, 2002;Kay & LeSage, 2009;Lim 2011;Miller et al, 2006;Wit, 2003).…”

Section: Cyclementioning

confidence: 99%

See 4 more Smart Citations

Developing design principles and task types for classroom response system tasks in mathematics

Gustafsson

Ryve

2021

International Journal of Mathematical Education in Science and

View full text Add to dashboard Cite

This article reports on results from a design research project that implements a formative assessment practice with support from a classroom response system (CRS). Cumulatively building on earlier research and drawing on iteratively generated data from secondary schools in Sweden, the article elaborates on design principles and task types for constructing CRS tasks aimed at generating mathematical classroom discussions. The study generated three design principles, six task types and 31 empirically evaluated tasks useful for developing and using CRS tasks in classroom practices. The results are discussed in relation to earlier research, methodological considerations and the cultural context of Sweden.

show abstract

Section: Designing Crs Tasksmentioning

confidence: 99%

Section: Designing Crs Tasksmentioning

confidence: 99%

Section: Designing Crs Tasksmentioning

confidence: 99%

Section: Cyclementioning

confidence: 99%

Section: Cyclementioning

confidence: 99%

See 3 more Smart Citations

Developing design principles and task types for classroom response system tasks in mathematics

Gustafsson

Ryve

2021

International Journal of Mathematical Education in Science and

View full text Add to dashboard Cite

show abstract

Examining Students’ Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction

Bouhjar¹,

Andrews-Larson²,

Haider³

et al. 2018

Challenges and Strategies in Teaching Linear Algebra

View full text Add to dashboard Cite

Productive Mathematical Whole-Class Discussions: a Mixed-Method Approach Exploring the Potential of Multiple-Choice Tasks Supported by a Classroom Response System

Gustafsson

2023

Int J of Sci and Math Educ

View full text Add to dashboard Cite

In recent decades, research has stressed the prominence of mathematics classroom discussions in productive instructional practices in mathematics instruction. In this context, problem-solving activities have been a common focus of research. Research shows that teachers need to deal with prerequisites and challenges such as norms, design of tasks, activating students, and leading students’ discussion to achieve a productive whole-class discussion. However, another promising activity for achieving productive discussions involves using a classroom response system and implementing different task types in a multiple-choice format. There is little knowledge about whole-class discussions using this approach. To meet this need, this paper presents results from a mixed-method approach that characterizes whole-class discussions to explore the potential of multiple-choice tasks supported by a classroom response system to achieve productive whole-class discussions. Three types of multiple-choice tasks were implemented in the classrooms of twelve mathematics teachers at secondary schools. The lessons, including 35 whole-class discussions, were video-recorded, transcribed, and analyzed. The results summarize the characteristics of these whole-class discussions, including measures of students’ opportunities to talk and teacher and student actions. These results can help us develop a more profound understanding of whether and how multiple-choice tasks supported by a classroom response system can support teachers in achieving productive whole-class discussions.

show abstract

Creating discussions with classroom voting in linear algebra

Cited by 17 publications

References 7 publications

Developing design principles and task types for classroom response system tasks in mathematics

Developing design principles and task types for classroom response system tasks in mathematics

Examining Students’ Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction

Productive Mathematical Whole-Class Discussions: a Mixed-Method Approach Exploring the Potential of Multiple-Choice Tasks Supported by a Classroom Response System

Contact Info

Product

Resources

About