Crowdsourcing solutions in the online mathematics classroom

Abstract

This article discusses a pedagogical technique for utilizing breakout rooms for small group discussions and synchronous drawing features in Zoom to create crowdsourced solutions to mathematical problems that involve graphing or visualization. Students begin with specific examples and then move quickly to the development of a more general understanding of the concepts. The process was primarily used in synchronous settings, although certain aspects could be utilized in asynchronous settings. The method discussed in this paper incorporates active learning techniques into the online classroom, helps students build community by working in groups, and increases student engagement in the online class meetings.