Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2007 Annual Conference & Exposition

Authors

Jenna Carpenter, Louisiana Tech University

Tagged Divisions

Mathematics

on pre- and post-test performance of integrated sectionsonly (collected during the process of course revision as a formative evaluation) shows thegreatest improvement in laboratory safety skills, with data on mastery of course content varyingfrom discipline to discipline. While this likely reflects the fact the differing rates ofimplementation of the course revisions in each of the disciplines during the time frame this datawas collected, differences in use of graduate teaching assistants in the labs and the varyingdegree of training they receive also may be contributing to this behavior. Data collected thisyear, after full implementation of content revision, should provide a clearer picture of studentperformance.ConclusionTraditionally

Conference Session

Mathematics in Transition

Collection

2007 Annual Conference & Exposition

Authors

Sandra Linder, Math Out of the Box; Donna Gunderson, Math Out of the Box/Clemson University

Tagged Divisions

Mathematics

student achievement or motivation, itis to examine changes in instruction when teachers implement an inquiry-based program. To examine what traditional and inquiry practice look like in a classroom, it is necessaryto first define these terms. As stated previously, inquiry is most commonly associated with the Page 12.830.2theory of constructivism. Teaching through inquiry has its roots in education as early as thebeginning of the nineteenth century with John Dewey and his laboratory school8. Theorists likePiaget, Vygotsky, and Bruner examined cognitive development and advocated an activeeducational setting where students construct their own

Conference Session

Project and Model-Based Mathematics

Collection

2007 Annual Conference & Exposition

Authors

Dennis Berkey, Worcester Polytechnic Institute; Bogdan Vernescu, Worcester Polytechnic Institute

Tagged Divisions

Mathematics

AC 2007-2014: A MODEL FOR VERTICAL INTEGRATION OF REAL-WORLDPROBLEMS IN MATHEMATICSDennis Berkey, Worcester Polytechnic Institute Dennis Berkey became the fifteenth president of Worcester Polytechnic Institute on July 1, 2004. Prior to that he had served as Provost and Dean of Arts and Sciences at Boston University where he had joined the faculty in 1974. His undergraduate and graduate degrees are in mathematics (B.A., Muskingum College; Ph.D., University of Cincinnati) and his published research is in applied mathematics and optimal control theory. He is an accomplished teacher, having won Boston University’s highest teaching award, and is the author of two calculus textbooks