Using Clickers to Address Common Errors and Misconceptions in Statistics

REFERENCES

• Anthis, K. 2011. Is it the clicker, or is it the question? Untangling the effects of student response system use. Teaching of Psychology. 38(3): 189–193.
   Web of Science ®Google Scholar
• Batanero, C., J. D. Godino, A. Vallecillos, D. R. Green, and P. Holmes. 1994. Errors and difficulties in understanding elementary statistical concepts. International Journal of Mathematical Education in Science and Technology. 25(4): 527–547.
   Google Scholar
• Bruff, D. 2009. Teaching with Classroom Response Systems: Creating Active Learning Environments. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• Bruff, D. 2011. Engaging statistics students with classroom response systems. In K. Cline and H. Zullo (Eds), Teaching Mathematics with Classroom Voting: With and Without Clickers, pp. 61–69. Washington, DC: MAA.
   Google Scholar
• Bruff, D. n.d. Classroom Voting Questions: Statistics. Retrieved from http://mathquest.carroll.edu/stt.html.
   Google Scholar
• Buyukkurt, M. D., Y. Li, and R. Cassidy. 2012. Using a classroom response system in an introductory business statistics course: Reflections and lessons learned. In Proceedings of Informing Science & IT Education Conference.
   Google Scholar
• Campbell, S. K. 2004. Flaws and Fallacies in Statistical Thinking. Mineola, NY: Dover.
   Google Scholar
• Cline, K. S. 2006. Sharing teaching ideas: Classroom voting in mathematics. Mathematics Teacher. 100(2): 100–104.
   Google Scholar
• Cline, K. and D. A. Huckaby. 2021. Checkpoint clicker questions for introductory statistics. PRIMUS. 31(7): 775–791.
   Google Scholar
• Cline, K., D. A. Huckaby, and H. Zullo. 2021. Identifying clicker questions that provoke rich discussions in introductory statistics. PRIMUS.
   PubMedGoogle Scholar
• Cline, K. and D. Lomen. 2010. Classroom voting: Active learning in differential equations. CODEE Journal. 7(1): 1–5.
   Google Scholar
• Cline, K., J. McGivney-Burelle, and H. Zullo. 2012. A question library for classroom voting. Mathematics Teacher. 106(3): 212–218.
   Google Scholar
• Cline, K., M. Parker, H. Zullo, and A. Stewart. 2012. Addressing common student errors with classroom voting in multivariable calculus. PRIMUS. 23(1): 60–75.
   Google Scholar
• Cline, K. S. and H. Zullo (Eds). 2011. Teaching Mathematics with Classroom Voting: With and Without Clickers. Washington, DC: MAA.
   Google Scholar
• Cline, K., H. Zullo, J. Duncan, A. Stewart, and M. Snipes. 2013. Creating discussions with classroom voting in linear algebra. International Journal of Mathematical Education in Science and Technology. 44(8): 1131–1142.
   Google Scholar
• Cline, K., H. Zullo, and D. A. Huckaby. 2020. Addressing common errors and misconceptions in integral calculus with clickers and classroom voting. Teaching Mathematics and its Applications: An International Journal of the IMA. 39(2): 71–85.
   Web of Science ®Google Scholar
• Cline, K., H. Zullo, D. A. Huckaby, C. K. Storm, and A. Stewart. 2018. Classroom voting questions to stimulate discussions in precalculus. PRIMUS. 28(5): 438–457.
   Google Scholar
• Cline, K., H. Zullo, and L. VonEpps. 2012. Classroom voting patterns in differential calculus. PRIMUS. 22(1): 43–59.
   Google Scholar
• Deslauriers, L., E. Schelew, and C. Wieman. 2011. Improved learning in a large-enrollment physics class. Science. 332(6031): 862–864.
   PubMed Web of Science ®Google Scholar
• Duncan, D. 2005. Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems. San Francisco, CA: Pearson.
   Google Scholar
• Dunn, P. K., A. Richardson, C. McDonald, and F. Oprescu. 2012. Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses. International Journal of Mathematical Education in Science and Technology. 43(8): 1041–1056.
   Google Scholar
• Forster, M. 2014. Teaching data analysis in large classes using clicker assessment. In K. Makar, B. de Sousa, and R. Gould (Eds), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA.
   Google Scholar
• Gunderson, B. K. and H. M. McGowan. 2011. Using clickers in a statistics classroom. In K. Cline and H. Zullo (Eds), Teaching Mathematics with Classroom Voting: With and Without Clickers, pp. 53–59. Washington, DC: MAA.
   Google Scholar
• Hirsch, L. S. and A. M. O'Donnell. 2001. Representativeness in statistical reasoning: Identifying and assessing misconceptions. Journal of Statistics Education. 9(2): 61–82.
   Google Scholar
• Huck, S. W. 2015. Statistical Misconceptions: Classic Edition. Abingdon-on-Thames: Routledge.
   Google Scholar
• Kaplan, J. J. 2011. Innovative activities: How clickers can facilitate the use of simulations in large lecture classes. Technology Innovations in Statistics Education. 5(1): 1–15.
   Google Scholar
• Kaplan, J. J. 2014. Clickers, simulations, and conceptual understanding of statistical inference. In K. Makar, B. de Sousa, and R. Gould (Eds), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, AZ, USA.
   Google Scholar
• Kay, R. H. and A. LeSage. 2009. Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education. 53(3): 819–827.
   Web of Science ®Google Scholar
• Koppel, N. and M. Berenson. 2009. Ask the audience-using clickers to enhance introductory business statistics courses. Information Systems Education Journal. 7(92): 1–18.
   Google Scholar
• Kyei-Blankson, L. 2009. Enhancing student learning in a graduate research and statistics course with clickers. Educause Quarterly. 32(4): 1–14.
   Google Scholar
• Lancaster, G. and A. Titman. 2014. Personal response systems as a learning aid in an epidemiology course for postgraduate statistics students. In K. Makar, B. de Sousa, and R. Gould (Eds), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA.
   Google Scholar
• Mazur, E. 1996. Peer Instruction: A User's Manual. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• McGowan, H. M. and B. K. Gunderson. 2010. A randomized experiment exploring how certain features of clicker use effect undergraduate students’ engagement and learning in statistics. Technology Innovations in Statistics Education. 4(1): 1–29.
   Google Scholar
• Miller, R. L., E. Santana-Vega, and M. S. Terrell. 2006. Can good questions and peer discussion improve calculus instruction? PRIMUS. 16(3): 193–203.
   Google Scholar
• Murphy, T. J., C. C. McKnight, M. Richman, and R. Terry. 2011. Clickers in introductory statistics courses. In K. Cline and H. Zullo (Eds), Teaching Mathematics with Classroom Voting: With and Without Clickers, pp. 43–52. Washington, DC: MAA.
   Google Scholar
• Peck, R. 2011. Incorporating clicker technology in the introductory statistics course. In K. Cline and H. Zullo (Eds), Teaching Mathematics with Classroom Voting: With and Without Clickers, pp. 71–75. Washington, DC: MAA.
   Google Scholar
• Peck, R., C. Olsen, and J. L. Devore. 2015. Introduction to Statistics and Data Analysis. Boston: Cengage Learning.
   Google Scholar
• Smith, M. K., W. B. Wood, W. K. Adams, C. Wieman, J. K. Knight, N. Guild, and T. T. Su. 2009. Why peer discussion improves student performance on in-class concept questions. Science. 323(5910): 122–124.
   PubMed Web of Science ®Google Scholar
• Sotos, A. E. C., S. Vanhoof, V. d. Noortgate, and W. Onghena. 2007. Students’ misconceptions of statistical inference: A review of the empirical evidence from research on statistics education. Educational Research Review. 2(2): 98–113.
   Google Scholar
• Stewart, S. and W. Stewart. 2013. Taking clickers to the next level: A contingent teaching model. International Journal of Mathematical Education in Science and Technology. 44(8): 1093–1106.
   Google Scholar
• Stewart, W. and S. Stewart. 2014. Teaching discrete distributions using contingent teaching with clickers. In K. Makar, B. de Sousa, and R. Gould (Eds), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, AZ, USA.
   Google Scholar
• Titman, A. C. and G. A. Lancaster. 2011. Personal response systems for teaching postgraduate statistics to small groups. Journal of Statistics Education. 19(2): 1–20.
   Google Scholar
• Wilde, K. 2014. Clickers for engagement in the large undergraduate statistics classroom: Do clickers improve final grades? In K. Makar, B. de Sousa, and R. Gould (Eds), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, AZ, USA.
   Google Scholar
• Zullo, H., K. Cline, M. Parker, R. Buckmire, J. George, K. Gurski, and R. Spindler. 2011. Student surveys: What do they think? In K. Cline and H. Zullo (Eds), Teaching Mathematics with Classroom Voting: With and Without Clickers, pp. 29–32. Washington, DC: MAA.
   Google Scholar