Conference Session

The Use of Computers in Teaching Mathematics

Collection

2008 Annual Conference & Exposition

Authors

Jayathi Raghavan, Embry-Riddle Aeronautical University, Daytona Beach; Leslie Sena, Bethune Cookman College; Hong Liu, Embry-Riddle Aeronautical University, Daytona Beach; David Bethelmy, Bethune Cookman College

Tagged Divisions

Mathematics

concepts through basic ideal examples typically found in textbooks. Eachsubsequent module in that level will slowly relax unrealistic assumptions, thus increasing thenumber of related variables and ultimately resulting in a problem close to real world application.Thus, within a given level, module sets contain modules that vary in complexity and abstractionfrom simple and concrete to complex and highly abstract. The final module at the expert levelwill be comparable to a capstone course project requiring complex modeling for solving a real-world application.One of the pedagogical requirements for module development is that the module be inquirybased and introduce problems, and sub problems, by posing questions. The module will thenguide students

Conference Session

Innovative Instructional Strategies

Collection

2008 Annual Conference & Exposition

Authors

Alejandra J. Magana; Sean Brophy, Purdue University; Timothy Newby, Purdue University

Tagged Divisions

Mathematics

their work, Lesh et al. 14 examined it from theperspective of proportional reasoning as a capstone of elementary arithmetic, number, andmeasurement concepts. Proportional reasoning is the cognitive process behind the ability toreason about the relationship between two rational expressions. Therefore, our first inference isthat proportional reasoning is the required cognitive process in order to attain the proportionalsize and scale cognition. We have identified that scale cognition is composed by the logical Page 13.1063.4proportional and numerical proportional conceptions of size and scale; these conceptions and thecognitive processes behind