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Leveraging Interactive Clickers as a Tool for Formative Assessment

Leveraging Interactive Clickers as a Tool for Formative Assessment

Drew Polly, Elizabeth Rodgers, Melissa Little
Copyright: © 2015 |Pages: 21
ISBN13: 9781466664975|ISBN10: 1466664975|EISBN13: 9781466664982
DOI: 10.4018/978-1-4666-6497-5.ch016
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MLA

Polly, Drew, et al. "Leveraging Interactive Clickers as a Tool for Formative Assessment." Cases on Technology Integration in Mathematics Education, edited by Drew Polly, IGI Global, 2015, pp. 330-350. https://doi.org/10.4018/978-1-4666-6497-5.ch016

APA

Polly, D., Rodgers, E., & Little, M. (2015). Leveraging Interactive Clickers as a Tool for Formative Assessment. In D. Polly (Ed.), Cases on Technology Integration in Mathematics Education (pp. 330-350). IGI Global. https://doi.org/10.4018/978-1-4666-6497-5.ch016

Chicago

Polly, Drew, Elizabeth Rodgers, and Melissa Little. "Leveraging Interactive Clickers as a Tool for Formative Assessment." In Cases on Technology Integration in Mathematics Education, edited by Drew Polly, 330-350. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6497-5.ch016

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Abstract

This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided.

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