Investigating the Correlation Between Clicker Usage and Learning Gains in University Mathematics

Abstract

The first section of this chapter focuses on a review of the literature on the correlation between the use of interactive polling and student learning gains. In the second section, recent research models on pedagogically effective clicker usage are then extended, conceptually, through the application of the Conversational Framework, and in a specific disciplinary context, university mathematics, so as to illuminate the influence of teacher or instructor's practice, and learner's practice, on associated student learning outcomes. Specifically, there is an illustration of how what instructors know and do (Teacher's Ideas and Practice), and what students know and do (Learner's Ideas and Practice), need to undergo iterative adaptive change and practice (Metacognitive Growth), in response to learner needs and the demand of the instructional environment, for there to be corresponding increases in student learning gains.