MATULOVÁ, Markéta. EFFICIENCY IN TEACHING MATHEMATICS: ENGAGING STUDENTS THROUGH ELECTRONIC VOTING. Online. In Igor Krejčí, Martin Flégl, Milan Houška. Proceedings of the12th international conference on Efficiency and Responsibility in Education. Praha: Czech University of Life Sciences Prague, 2015, p. 356-362. ISBN 978-80-213-2560-9.
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Basic information
Original name EFFICIENCY IN TEACHING MATHEMATICS: ENGAGING STUDENTS THROUGH ELECTRONIC VOTING
Authors MATULOVÁ, Markéta (203 Czech Republic, guarantor, belonging to the institution).
Edition Praha, Proceedings of the12th international conference on Efficiency and Responsibility in Education, p. 356-362, 7 pp. 2015.
Publisher Czech University of Life Sciences Prague
Other information
Original language English
Type of outcome Proceedings paper
Field of Study 10103 Statistics and probability
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
Publication form electronic version available online
WWW URL URL
RIV identification code RIV/00216224:14560/15:00083171
Organization unit Faculty of Economics and Administration
ISBN 978-80-213-2560-9
ISSN 2336-744X
UT WoS 000358527400045
Keywords in English Classroom voting; interactivity; Masaryk University in Brno; mathematics; teaching
Tags International impact, Reviewed
Changed by Changed by: Mgr. Pavel Sedláček, učo 23217. Changed: 28/4/2020 00:53.
Abstract
This academic year we have introduced a pilot project of integrating online voting into mathematics courses in order to increase students’ involvement in the educational process. The paper introduces basic concepts of classroom voting and summarizes our experience with the new interactive technology. The study results of interactively taught students were compared to those with traditional lessons. We found that the success rate was slightly better in the pilot group. We also evaluated students’ feedback from the course opinion poll to find out whether students consider interactive teaching interesting and beneficial. It proved that the students' perceptions of the teaching were significantly better in the seminary group using classroom voting.
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