Can good questions and peer discussion improve calculus instruction?

PRIMUS

Volumn 16, Issue 3, 2006, Pages 193-203

  Miller, Robyn L ^a   Santana Vega, Everilis ^a   Terrell, Maria S ^a  

^a Department of Obstetrics Gynecology   (United States)

Author keywords

Calculus; Conceptests; Good questions; In class polling; Interactive engagement; Peer instruction; Student achievement; Teaching assistant development; Under represented minorities

Indexed keywords

EID: 75349093318     PISSN: 10511970     EISSN: 19354053     Source Type: Journal    
DOI: 10.1080/10511970608984146     Document Type: Article

References (6)

1. Crouch, C. H. and E. Mazur. 2001. Peer Instruction: Ten years of experience and results. Am. J. Phys. 69: 970-977
2. Hake, R. 2005. The Physics Education Reform Effort: A Possible Model for Higher Education? The National Teaching and Leaning Forum, 15 (1) http://www.ntlf.com/html/ti/toc.htm
3. Mazur, E. 1997. Peer Instruction: A User’s Manual. Englewood Cliffs NJ: Prentice Hall.
4. Pilzer, S. 2001. Peer Instruction in Physics and Mathematics. PRIMUS. 11(2): 185-192.
5. Pilzer, S., M. Robinson, D. Lomen, D. Flath, D. Hughes Hallet, B. Lahme, J. Morris, W. McCallum, J. Thrash. 2003. ConcepTests to Accompany Calculus, Third Edition. Hoboken NJ: John Wiley & Son.
6. Santana-Vega, E. 2004. The Impact of the Good Questions Project on Students’ Understanding of Calculus Concepts. MS Thesis Cornell University, Ithaca NY.