Tablet PC'S, Active Learning, and Freshman Mathematics
Abstract
Bringing Tablet PCs and a projector, obtained through a 2006 Hewlett-Packard Teaching-for-Technology Grant, into multiple sections of two large-enrollment freshman courses--Calculus and Liberal Arts Math, allows students to use the pen/digital-ink feature to submit solutions anonymously via web-based classroom-interaction software, MessageGrid or Ubiquitous Presenter. The instructor projects, annotates, and saves these submissions. Active learning is enabled in the classroom because all students are primed for instructor feedback. Weaker students benefit from the modeling of alternative problem-solving strategies and the review of prerequisite concepts, both of which regularly occur when discussing student submissions. Class profiles (GPA, class rank, and math placement scores) and performance results on common exams are compared with those of the traditional sections. All sections of each course are closely coordinated, with the same text, topics, and exams. Student and faculty perceptions are gathered in a systematic way (3 times throughout the course).
Location
Room 2901
Recommended Citation
Reba, Marilyn and Weaver, Barbara, "Tablet PC'S, Active Learning, and Freshman Mathematics " (2007). SoTL Commons Conference. 61.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/61
Tablet PC'S, Active Learning, and Freshman Mathematics
Room 2901
Bringing Tablet PCs and a projector, obtained through a 2006 Hewlett-Packard Teaching-for-Technology Grant, into multiple sections of two large-enrollment freshman courses--Calculus and Liberal Arts Math, allows students to use the pen/digital-ink feature to submit solutions anonymously via web-based classroom-interaction software, MessageGrid or Ubiquitous Presenter. The instructor projects, annotates, and saves these submissions. Active learning is enabled in the classroom because all students are primed for instructor feedback. Weaker students benefit from the modeling of alternative problem-solving strategies and the review of prerequisite concepts, both of which regularly occur when discussing student submissions. Class profiles (GPA, class rank, and math placement scores) and performance results on common exams are compared with those of the traditional sections. All sections of each course are closely coordinated, with the same text, topics, and exams. Student and faculty perceptions are gathered in a systematic way (3 times throughout the course).
