Clickers Sessions at the Joint Mathematics Meetings
I’m involved with a couple of clicker sessions at the Joint Mathematics Meetings in San Francisco in January. (Yes, I know, spending time in San Francisco in January is a tough job.)
Kien Lim of the University of Texas-El Paso and Kelly Cline of Carroll College and I are organizing a contributed paper session titled “Engaging Students with Classroom Voting.” It’s running on Thursday, January 14th, from 8 to 11:55 am. We have 12 talks lined up addressing a variety of uses of clickers in mathematics courses, including their use in small classes, large classes, major courses, non-major courses, and courses for pre-service teachers. Abstracts are available through the link above. I’m looking forward to hearing the experiences of these presenters and to connecting with others in the mathematics community teaching with clickers.
Adam Lucas of St. Mary’s College of California and I are running a two-part “minicourse” on teaching with clickers in the mathematics classroom. You must register for this course and it’s an additional cost, but you’ll get an intensive four-hour training session on teaching with clickers. It’s running Wednesday, January 13th, and Friday, January 15th, from 9 to 11 am each day. I’ve included the description of the minicourse below.
If you’re going to the JMM, I hope to see you there! If you’re not going, then you can follow my tweets from the conference under the hashtag #JointMath.
Minicourse description:
Classroom response systems (“clickers”) are technologies that enable teachers to rapidly collect and analyze student responses to multiple-choice (and sometimes free-response) questions during class. These systems can be used to engage and assess students in any size class on a variety of topics, including precalculus, calculus, differential equations, linear algebra, and statistics. This minicourse explores questions and activities that make the most of these systems, as well as solutions to common challenges involved in teaching with clickers, including writing effective clicker questions, structuring class time using clickers, and responding to results of clicker questions.