Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Paper ID #14208An Elective Mathematics Readiness Initiative for STEM StudentsDr. Janet Callahan, Boise State University Janet Callahan is the Founding Associate Dean for the College of Engineering at Boise State University and a Professor in the Materials Science and Engineering Department. Dr. Callahan received her Ph.D. in Materials Science, her M.S. in Metallurgy and her B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors.Ms. Judith A

Conference Session

Mathematics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Judith A Komar, Colorado Technical University; Tonya Troka, Colorado Technical University

Tagged Divisions

Mathematics

online and blended student experience and environment. Judy has been an integral part in the development of the award-winning ”virtual campus” technologies now used by tens of thousands of students and faculty in the University and Career Schools sector of CEC. Judy has also been an integral part of the development of numerous CEC self-published textbooks which are used by thousands of students. Most recently, Judy has been working with the IT and Academic Teams to design a new Adaptive Learning Platform to students through the creation of Learning Maps powered by Learning Analytics. Prior to joining Career Education Corporation, Judy worked in the areas of Academics, Instructional Technology, Consulting, and

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia Salinas, Tecnologico de Monterrey (ITESM); Eliud Quintero, Tecnologico de Monterrey (ITESM); Pablo Guillermo Ramirez, Tecnologico de Monterrey (ITESM); Eduardo González Mendívil, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Mathematics

Fostering Spatial Visualization through Augmented Reality in Calculus learningAbstractWe are part of a team of educational innovation that aims to transform the teaching and learningof Calculus through the integration of digital technologies. We are looking to foster a visual andtangible learning of Mathematics. As a team of educational research we care for developingmathematical cognitive skills that are not explicit in curriculum but have been taken for granted.Most of them is basic to the understanding of mathematics and are useful in the process ofproblem solving. Spatial visualization, for example, has been taken as an innate skill in students,however, experience with teaching solids of revolution, may question whether

Conference Session

Mathematics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Jean Lapaix, Florida Atlantic University; Charles Perry Weinthal; Don Ploger, Florida Atlantic University; Malissa Augustin, Florida Atlantic University; Santiago Aguerrevere

Tagged Divisions

Mathematics

interest in pursuing in college and as a career. But there is adichotomy - mathematics is a precise science, and any problem solving engineering paradigmprovides an optimal (or near optimal) solution. Anyone with an engineering perspective learns toappreciate this and continue to combine the two skills advantageously. However, not all studentssignificantly develop this skill when learning math in their curriculum as they may not see theconnection between the theoretical concepts in the subject and the practical problems associatedwith STEM fields. This lack of a connection could negatively affect the students’ performanceand interest in STEM. Our initial focus was to develop the robot as a tool for problem solving 1-3.We also made sure that it is

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gunter Bischof, University of Applied Sciences Joanneum, Graz; Andreas Zwölfer, University of Applied Sciences Joanneum, Graz; Domagoj Rubeša, University of Applied Sciences Joanneum, Graz

Tagged Topics

Diversity

Tagged Divisions

Mathematics

difficulties are thought to arise from a lack of understanding as to what engineeringinvolves and an insufficient mathematical preparedness.This under-preparedness of first-year university students is not only reflected in theirperformance in the mathematics classes; it propagates into mathematically-oriented courseslike Engineering Mechanics, Strength of Materials, Thermodynamics, Fluid Mechanics, andControl Engineering. In our university’s engineering degree programs, drop-out for academicreasons primarily takes place in the first year of study, and the major “culprit” is EngineeringMechanics, followed by Engineering Mathematics (the other courses mentioned before aretaught later in the curriculum). This is in good accordance with a study of Tumen

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Susan E. Shadle Ph.D., Boise State University

Tagged Divisions

Mathematics

notation, language and conventions of the disciplines from which the models are taken. - As much as possible, content will be relevant, recognizable, and applicable in subsequent STEM coursework. - All content will be accessible from an intuitive or practical viewpoint. In particular, the level of abstraction will be significantly less than typically found in Calculus I.This approach stands in contrast to traditional calculus which is more abstract, more devoted to aformally rigorous foundation based on limits and continuity, and lightly dusted with applications.Thematically the revised Calculus I class is focused on three outcomes: - Develop geometric and physical intuition for derivatives and integrals

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Lindstrøm, Oslo and Akershus University College

Tagged Divisions

Mathematics

, where she focused on improving the first year physics course by developing and implementing ’Link Maps’, as well as synthesising an understanding of physics student learning by integrating a variety of theoretical backgrounds, from neuroscience via cognitive psychology to educational theories. Christine’s current research focuses on improving the science teacher education program at Oslo and Akershus University College, and she has a keen interest in how the brain learns physics. Christine also holds a position as Adjunct Associate Professor of University Pedagogy at the Norwegian University of Science and Technology, where she teaches short courses on university teaching to PhD students and researchers

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eliud Quintero, Tecnologico de Monterrey (ITESM); Patricia Salinas, Tecnologico de Monterrey (ITESM)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

graph and positiongraph. In a conventional curriculum those relations refer to the positive (negative) sign, andincreasing (decreasing) behavior of derivative function, corresponding to the increasing(decreasing) and concave upward (downward) behavior of the function. Software brings thescenario for learning those facts analyzing the real context of linear motion. As part of the study,an assessment instrument was designed in order to appreciate the students’ appropriation of thoserelations. The instrument’ items are classified by corresponding to the linear motion context, orcorresponding to different real contexts (no motion), or without including any real context. Theyalso consider the posing information of the item and of the answer, being

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

theoretical framework and an example. Journal for Research in Mathematics Education, 38(4), 370 - 392. 7. Dubinsky, E. & McDonald, M. A. (2002). APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research, the Teaching and Learning of Mathematics at University Level, 7 (3), 275-282. 8. Ferrini-Mundy, J. & Graham, K. (1994). Research in calculus learning: Understanding limits, derivatives, and integrals. In E. Dubinsky & J. Kaput (Eds.), Research issues in undergraduate mathematics learning, 19-26. Washington, DC: Mathematical Association of America. 9. Kashefi H., Ismail Z., & Yusof, Y. M. (2010). Obstacles in the Learning of Two-variable Functions

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael P. Hennessey, University of St. Thomas

Tagged Divisions

Mathematics

andgraphical work done mostly in MATLAB. Primary course topics covered in this survey courseinclude: (1) vector integral Calculus, (2) an introduction to Fourier series, (3) an introduction topartial differential equations (PDEs), (4) an introduction to complex analysis, and (5) conformalmapping and applications. Also, examples of student project work are shown. Lastly, usefulstudent feedback and lessons learned is shared that others involved in engineering mathematicsinstruction may find useful or be able to relate to.Keywords: Vector integral Calculus, Fourier series, partial differential equations, complexanalysis, conformal mapping, engineering mathematics education1. IntroductionDue to increasing undergraduate enrollments in both electrical and

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Gabriela C. Gualpa, Quinnipiac University

Tagged Divisions

Mathematics

similar to the research question of Baker, Cooley, and Trigueros (2000).This question is analyzed qualitatively and quantitatively by using the triad classification in Action-Process-Object-Schema (APOS) theory. Mathematics graduate and undergraduate students succeeded the most among all theparticipants.Key words: APOS theory, Schema, Triad Classification, Functions, Derivative, Limit, Asymptote, Critical Points. Introduction Function concept is an important part of cumulative blocks of concepts in advanced levelmathematics and engineering courses. In these advanced courses, topics of single-variablecalculus, such as limits, derivatives, integrals, and power series, require function knowledge. Thefunction concept also requires knowledge of

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Khalid El Gaidi, Royal Institute of Technology (KTH); Tomas Ekholm, Royal Institute of Technology (KTH)

Tagged Divisions

Mathematics

in engineering curriculum: Students conceptions and performance. Journal of Engineering Education, 101(1): 138–162, 2012.[18] J. Hiebert and P. Lefevre. Conceptual and procedural knowledge in mathematics: An introductory analysis. Conceptual and procedural knowledge: The case of mathematics, pages 1–27, 1986.[19] J. R. Star. Reconceptualizing procedural knowledge. Journal of Research in Mathematics Education, 36: 404–411, 2005.[20] L. Filipsson, M. Cronhjort, and M. Weurlander. Can peer instruction in calculus improve students’ learning? Proceedings of the 9th international CDIO conference, 2013.[21] K. Chappell and K. Killpatrick. Effects of concept-based instruction on students’ conceptual and procedural knowledge

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ruth Rodríguez-Gallegos, Tecnologico de Monterrey (ITESM); Rafael Ernesto Bourguet-Diaz, Tecnologico de Monterrey (ITESM)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

(ST), which is why we propose to think how to include, in engineeringeducation, some of the abilities or skills from ST, and from the math education perspective. Thereport [2] explicitly mentions the work done by Senge [4] and motivated by this fact this paperaims to show the advantages and benefits of incorporating systems thinking in a math class. It ishoped that through this, it can be stated that the wealth of integrating the two seemingly disjointin two different disciplines (Systems Thinking and Mathematics). The present work shows theresults of the design of an innovative course of Differential Equations (DE), by means of usingmodeling and computer simulation, to have an active learning environment [4]. This course hasbeen taught for