Tokgoz, E., & Tekalp, E., & Tekalp, B., & Tekalp, H., & Scarpinella, S., & Giannone, M. (2022, August), Analysis of STEM Students Accumulating Calculus Knowledge to Graph a Function  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40684

\bibitem{asee_peer_40684}
  Tokgoz, E., \& Tekalp, E., \& Tekalp, B., \& Tekalp, H., \& Scarpinella, S., \& Giannone, M. (2022, August), \emph{Analysis of STEM Students Accumulating Calculus Knowledge to Graph a Function}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40684

Emre Tokgoz, Elif Tekalp, Berrak Tekalp, Hasan Tekalp, Samantha Scarpinella, and Michael Giannone.  "Analysis of STEM Students Accumulating Calculus Knowledge to Graph a Function".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40684 Internet.  21 Jan, 2025

\bibitem{asee_peer_40684}
  Emre Tokgoz, Elif Tekalp, Berrak Tekalp, Hasan Tekalp, Samantha Scarpinella, and Michael Giannone.
  "Analysis of STEM Students Accumulating Calculus Knowledge to Graph a Function".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40684 Internet.  21 Jan, 2025

@INPROCEEDINGS{asee_peer_40684
author = "Emre Tokgoz, Elif Tekalp, Berrak Tekalp, Hasan Tekalp, Samantha Scarpinella, and Michael Giannone"
title = "Analysis of STEM Students Accumulating Calculus Knowledge to Graph a Function"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40684}
number = {10.18260/1-2--40684}
}

TY  - CPAPER
AB  - It is important for Science-Technology-Engineering-Mathematics (STEM) educators to find out about STEM students’ success in answering calculus questions, particularly the questions that involve more than one calculus concepts that require to know other calculus concepts.  Designing appropriate questions for assignments and exams that involve calculus concepts are critical in measuring student success. Effectiveness analysis of the method used for designing such questions is also important. Efforts have been made in understanding and improving engineering students’ ability to respond calculus questions in (STEM) fields that require knowledge of more than one calculus concept ([3]-[13]) and more research results are added every year to these results for understanding students’ approach to solve these problems. In this work, 26 undergraduate engineering students’ written and oral responses to a calculus question that involves multiple calculus concepts are recorded after Institutional Review Board (IRB) approval. Triangulation method [3] and Action-Process-Object-Schema (APOS) theory [1] are used for analysis of the collected data. The students are tested on their capability to use sub-concepts as building blocks to answer the question completely and correctly. APOS classification resulted in most of the participants Intra and Inter level classification. The Triangulation method appeared as a strong method that can be applied for analysis of the participants as it was in [3]. 
AU  - Emre Tokgoz
AU  - Elif Tekalp
AU  - Berrak Tekalp
AU  - Hasan Tekalp
AU  - Samantha Scarpinella
AU  - Michael Giannone
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Analysis of STEM Students Accumulating Calculus Knowledge to Graph a Function
UR  - https://peer.asee.org/40684
DO  - 10.18260/1-2--40684
ER  -