Students often arrive at tertiary institutions with a lack of basic mathematical knowledge. Since higher education institutions have to increase success rates, lecturers have to be more innovative in their teaching strategies. In the study on which this article is based I used clickers to augment my other classroom activities. The results from the clicker tests indicated students’ specific misconceptions and I could design my next lecture to address these flaws in their knowledge. Classroom research as a type of action research was used as methodology. The results for two consecutive semesters at a university of technology are shared. Appropriate use of technology in a blended approach is recommended and some guidelines are provided.

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