Seven-step problem class sequences: From interactive fun to conceptual learning

Research output: Contribution to journalArticlepeer-review


The introduction of technology-enabled interactive problem solving sequences involving peer and class-wide instruction in a Mathematics for scientists module is presented. While traditional chalk-and-talk is mainly used in lecturing, the combined use of an electronic audience response system and a digital pen-and-pad visualiser in problem classes leads to increased student engagement and interaction, in an informal and occasionally playful setting. This provides an opportunity for the lecturer to provide immediate targeted formative feedback that points the students to the fundamental concepts underlying the exercises.
Original languageEnglish
Pages (from-to)8-17
Number of pages10
JournalMSOR Connections
Issue number1
Publication statusPublished - Apr 2013


  • problem classes, classroom technologies, conceptual/procedural learning, peer instruction, zone of proximal development


Dive into the research topics of 'Seven-step problem class sequences: From interactive fun to conceptual learning'. Together they form a unique fingerprint.

Cite this