Collection

2016 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

engineering and mathematics students. We invite other researchers to investigate undergraduate students' integral knowledge. Concept image and concept definition idea of Vinner (1992) with the triad classification appears to be a good candidate for evaluating the responses of the participants to the research question evaluated in this work. The design of the questionnaire and the interviews played an important role in the decision of the choice of the methodology to evaluate the collected data. References1. Arnon, I, Cottrill, J, Dubinsky, E., Oktac, A., Fuentes, S.R., Trigueros, M., & Weller, K. (2014). APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education, Springer.2. Asiala, M

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

Paper ID #14461Evaluation of Engineering & Mathematics Majors’ Riemann Integral Defini-tion Knowledge by Using APOS TheoryDr. Emre Tokgoz, Quinnipiac University Emre Tokgoz is currently an Assistant Professor of Industrial Engineering at Quinnipiac University. He completed a Ph.D. in Mathematics and a Ph.D. in Industrial and Systems Engineering at the University of Oklahoma. His pedagogical research interest includes technology and calculus education of STEM majors. He worked on an IRB approved pedagogical study to observe undergraduate and graduate mathe- matics and engineering students’ calculus and technology

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Jerry Dwyer, George Washington University; Sonya E. Sherrod, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

mechanics related to fracture, composite materials and glaciology. In recent years, he has focused on issues of mathematical education and outreach and he has developed a wide range of K-12 outreach projects. His current interests include the mathematical education of teachers, the scholarship of outreach, computational mathematics, and complex dynamics.Dr. Sonya E. Sherrod, Texas Tech University Sonya Sherrod holds a B.S. and an M.A. in mathematics and a Ph.D. in curriculum and instruction. Her research interests include instructional approaches that help students (K-12) learn mathematics concep- tually and instructional strategies that motivate preservice teachers to relearn mathematics conceptually, to empower

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Kenneth David Domingue, Western Michigan University ; Sarah Gray Hagen, Western Michigan University; Rebecca A. Scheffers, Western Michigan University; Lenore Yaeger; Katherine Fox, Western Michigan University

Tagged Divisions

Mathematics

Paper ID #14436An Engineering Mathematics Course to Improve Success of Students in Al-gebra IIDr. Edmund Tsang, Western Michigan University Edmund Tsang received a B.S. with distinction in Mechanical Engineering from University of Nebraska and a Ph.D. in Metallurgy from Iowa State University. Dr. Tsang’s current professional interests include integrating service-learning into engineering, social entrepreneurship, and student success and retention.Kenneth David Domingue, Western Michigan University Kenneth Domingue is currently a graduate student in Aerospace Engineering at Western Michigan Uni- versity. As a graduate

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guenter Bischof, Joanneum University of Applied Sciences; Thomas Singraber B.Sc., Joanneum University of Applied Sciences; Christian J. Steinmann, HM&S IT-Consulting; Marton Szabo-Kass B.Sc., Joanneum University of Applied Sciences; Stefan Woerndl B.Sc., Joanneum University of Applied Sciences

Tagged Divisions

Mathematics

its neighbors, along with external forces such asgravity. Energy dissipation can be added to the model on demand by viscoelastic damping.The motion of each particle is governed by Newton’s second law, which requires the solutionof a system of coupled ordinary differential equations. This is done in the C# programminglanguage via a variety of implemented numerical integration schemes. The computer programallows the visualization of the motion of the point masses, which can be initiated by thedisplacement of an arbitrary number of masses via mouse drag.The motion of a single mass connected by springs to the adjacent walls closely resembles thebehavior of the well-known harmonic oscillator. The introduction of additional masses bringsparticle

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Larry G. Richards, University of Virginia; Susan K. Donohue, University of Virginia

Tagged Divisions

Mathematics

. Figure 15 shows a student about to launch the projectile.At the end of our scheduled visits to his school, we were asked if we could leave all our materialsand supplies for a few weeks. Several weeks later, we learned that four teachers had developedand taught an integrated curriculum. The teachers’ areas were English, History, Science andMathematics (Algebra). The students learned about the history of medieval warfare, the scienceand engineering involved in building different types of structures and weapons, the mathrequired to determine how to aim the projectiles and maximize the distance traveled, and theyconducted research and wrote reports on their results. Figure 14: Standard Catapult Design

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Divisions

Mathematics

students develop a deeper understanding of the mathematicalcontent and effective pedagogy for the secondary mathematics curriculum. All of the graduatestudents were assigned as teaching assistants in a precalculus course covering the same content asthat in the secondary mathematics curriculum. Four of the undergraduates also assisted in thesame precalculus course. Thus, the field of interactions among the students was as shown inFigure 1.Figure 1: Areas of interaction for the undergraduate and graduate students in the study. “U” in- dicates an undergraduate student, “G” indicates a graduate teaching assistant and “xG” indicates a graduate student whose data was not used in the study.Graduate participants in the study were

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca Bourn, University of Wisconsin - Milwaukee; Sarah Baxter, University of St. Thomas

Tagged Divisions

Mathematics

courses, when context,application, and sometimes even notation can be quite different. This is often true forengineering students with respect to the Calculus sequence.In courses such as Calculus, concepts and solution methods are typically presented within amathematical context. While some students can recognize the underlying structure and themathematical construction, others have trouble identifying patterns or parallel thought structures,which makes it difficult for them to generalize the concept to a range of problem types. Forexample, students in an Introduction to Mathematical Statistics course were reported to claimthey do not know how to integrate a probability distribution over a region. The pre-requisite forthe course is Multivariable

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aaron Brakoniecki, Boston University; Michael Ward, Boston University; Gretchen Fougere, Boston University

Tagged Divisions

Mathematics

thecoursework required for their degree, there are also seminars offered which attempt to moreexplicitly connect the work and experiences of engineers to that of the K-12 mathematicsclassroom. There are five seminars offered over the course of the program and range in topic toinclude engineering, technology, curriculum, professional communities, and other aspects ofinterest to new teachers.This paper describes an activity used in one of these seminars to connect the Engineering DesignProcess to the content and process standards in the Common Core State Standards. In thissession, 10 engineering undergraduate students and 10 beginning mathematics teachersparticipating in the special program worked together to solve an engineering design challenge byusing

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Kathrine E. Johnson; Janet Callahan, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Paper ID #16578Longitudinal Success of Calculus I ReformDr. Doug Bullock, Boise State University Doug Bullock is an Associate Professor of Mathematics at Boise State University. His educational re- search interests include impacts of pedagogy on STEM student success and retention.Dr. Kathrine E. JohnsonDr. Janet Callahan, Boise State University Janet Callahan is Chair of Materials Science and Engineering at Boise State University. Dr. Callahan received her Ph.D. in Materials Science, M.S. in Metallurgy, and B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include freshman