Abstract
ABSTRACT This paper compares the effectiveness of student presentations with that of the “traditional” instructor lecture method as teaching strategies when conducting the initial review period in pre-calculus, differential calculus, and integral calculus. Students in each of these courses were asked to prepare, organize, and present a topic from their previous mathematics course; a test was then administered to compare the performance of these students with students receiving a lecture review. The results indicated that there was no difference in the performance of the two groups. However, positive student reactions and the numerous benefits of student presentations over “traditional” instructor lecturing suggest that presentations are a preferred method for presenting review material at the beginning of certain mathematics courses. * Based on a presentation given at the Conference on the Teaching of Calculus held at Harvard University on 12–13 June 1992.
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