Modified peer instruction answer-discuss-answer model for clickers in mathematics content courses¶

Theory · All theories
Evidence · 4 claims (4 for) · 3 studies (2 causal, 1 associational), q2 · 0 of 3 report an effect size · 3 claims rest on one study

Description¶

The article describes an answer-discuss-answer implementation "similar in nature to the modified peer instruction model (MPI) described by Milner-Bolotin et al. (2010)", aligned with think-pair-share. Students answer individually, a bar graph of responses is displayed, students discuss with groupmates arguing approaches and rationale, the class answers again with the correct answer shown, and a full-class discussion follows. The model was used in six lessons with seven to nine multiple-choice questions each.

Design Implications¶

Context¶

Requirements¶

• Effective in-class participation, which the article notes was a norm promoted through frequent group activities using elementary-level manipulatives

Constraints¶

• In courses with less frequent use of hands-on or collaborative activities, specific attention may need to focus on encouraging appropriate and sufficient discussion

Target Learners¶

• pre-service elementary teachers in college mathematics content courses

Target Learning Objectives¶

• communication about and with mathematics
• deeper and personally meaningful understandings of mathematics content

Claims¶

• Learning Attributed To Process Not Technology [+M]
• Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second [+W]
• Most pre-service elementary teachers believed clicker use assisted their learning and understanding of course material [+W]
• Peer Discussion Improves Conceptual Understanding [+M]

Related Theories¶

Examples¶

• Implement clickers grade-free, with a classroom set and limited frequency, to support positive student perceptions
• Pair clicker questions with at-home follow-up reflections asking students to explain each statement

Key Sources¶

• Miller, T. K. (2013). Pre-service Elementary Teachers' Perceptions of a Modified Peer Instruction Implementation of Clickers in their Mathematics Content Course. IUMPST: The Journal, Vol 3 (Technology). https://eric.ed.gov/?id=EJ1043050