Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Machen, University of Colorado Boulder; Wysheka Austin, Clemson University; Matthew K. Voigt, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

and inclusionin STEM. The 14 instructors (see table 1) who participated represent a range of institutional roles(e.g., adjunct instructors, professors, and a department chair) and personal identities (e.g.,women, people of color, multilingual, first-generation college graduates). Efforts such as this PLC occupy a unique and underexplored research area supporting STEMfaculty to develop critical awareness to address inclusion and inequity. The field of STEM isparticularly unique regarding efforts to support diversity and inclusion because of the historicalmarginalization of women and people of color in particular (National Science Foundation, 2019;2020). In large part, the historical underrepresentation and marginalization of individuals is

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

and was categorized as FGCS or Non-FGCS. After removing individuals who did not consent and those under the age of 18, data from19,191 students and 437 instructors remained. Data for instructors and students were matchedusing R software version 4.0.3 (R core team, 2019), resulting in 17,912 survey responses fromstudents, as seen in Table 1.Table 1 Count of survey responses broken down by the gender, race, sexuality, and First-Generation CollegeStudent status of the student and instructor. Matched Social Student Instructor survey Grouping Size for MRM Marker responses

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Mathematics

into the Engineering Analysis sequence of courses (Calculus I, II, and IIIfor engineering students) using Learning Catalytics. We are also improving our implementation methodabove and beyond this first iteration. IntroductionDespite a continued focus on course improvement initiated with the calculus reform movement 30 yearsago [1], first year calculus courses continue to be challenging for STEM majors. Our engineering collegecontinues to work diligently to improve retention of freshmen students, paying particular attention to at-risk students, and we have found that math performance is closely related to retention [2]. The calculuscourses for engineering students are taught within our engineering

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luke A. Duncan, Clemson University; Karen A. High, Clemson University; Kaileigh A. Byrne, Clemson University; Rachel Nicole White, Clemson University

Tagged Divisions

Mathematics

sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student Services-Oklahoma State University, 4) Coordinator of the Women in Engineering Program-Oklahoma State University, and 5) Director of the Oklahoma State University Measurement and Control Engineering Center-Oklahoma State University.Dr. Kaileigh A. Byrne, Clemson University Dr

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Bernard Fulgham, University of Virginia

Tagged Divisions

Mathematics

increased the level of distraction aswell. Even if computers were brought to class with the purpose of taking notes, or access classmaterial, too many students were using theirs for activities not related to the lecture (e.g. surfingthe web, checking emails, instant messaging, etc.). We knew we were not alone, as many of ourcolleagues were facing the same issues, but this was of little avail. [1,2]What we didIn 2013 we received a grant from our institution to “flip the classroom” and we decided to use itfor our 4 credit course in Ordinary Differential Equations. The main reasons were 1) both of ushad been teaching the course for several semesters, and 2) the natural structure of the lecture: model of differential equation à

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Lloyd Hieb, University of Louisville; William B. Corley, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Mathematics

interest in the flippedclassroom model of instruction, with early discussions starting at least as early as 2000 1. Thebuzz around flipped classrooms has likely been fueled by the attention it has received in popularmedia, such as the U.S. News and World Report article in 2014 extolling the virtues of theflipped classroom model to strengthen STEM students’ learning 2. A recent survey by CampusTechnology found that 55 percent of the faculty they surveyed (~500) were flipping either someor all of their classes 3. The popularity of the flipped classroom has led to the establishment ofthe Flipped Learning Network (flippedlearning.org), and the recently published Best PracticesFor Flipping The College Classroom 4. In spite of the attention and interest

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebecca George, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Engineering Education, 2019 Work in Progress: Predictors for Success in Calculus 1 Rebecca George University of Houston A BSTRACT:“What are the factors for success for students in calculus 1?” Because calculus 1 is consid-ered a gateway course in most STEM majors, this is a common question among universitiesas attrition rates of students in these majors is considered high.This paper explores the use of different statistical approaches to analyzing data on studentswho have taken calculus 1 at a large research extensive university. Hierarchal Linear Mod-eling (HLM) analysis will be used in

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

based on the written and interview responsesof the participants. The following quantitative results are the written responses of the participants during a springschool semester. The information written below in red are the written responses of the participants during theinterviews.Response of Participant 1 Response of Participant 2Response of Participant 3 Response of Participant 4Response of Participant 5 Response of Participant 6Response of Participant 7 Response of Participant 8Response of Participant 9 Response of Participant 10Response of Participant 11 Response of Participant 12 Response of Participant 13 Response of Participant 14 Response of Participant 15

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy Romance, Florida Atlantic University; Ali Zilouchian, Florida Atlantic University; Michael Vitale, East Carolina University; Lisa Greenberg, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

faculty, department chairpersons, and chairpersons whoare collaboratively engaged in the process of curricular refinement of the gateway mathematics(e.g., College Algebra, Pre-Calculus-Algebra, Trigonometry, and Calculus with AnalyticalGeometry) courses which required, in part, for the AA and for the BS degree programs incomputer science and engineering (see Figure 1).Addressing Curricular CoherenceThe process used in addressing the task of determining the curricular coherence within each ofthe gateway courses consisted of several strategies. The first strategy involved addressing theproject’s initial Curricular Framework Guide as a fluid document that would initially supportfaculty as they pursued identifying what the task involved, what was

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul L. Goethals, United States Military Academy; Karoline Hood, United States Military Academy

Tagged Divisions

Mathematics

. A pre- and post-assessmentgiven with graded events enabled the faculty to classify the students into one of several groupsand make inferences as to their ability to achieve specific objectives. This ongoing work, whichis to be expanded in scope for future terms, may provide insights for identifying trends inlearning, specifically with regard to an engineering mathematics program.1. IntroductionIn some philosophical discussions, it is recognized as the Socratic Paradox, i.e. “knowing whatyou do not know,” – in this light, an individual is considered ‘better off’ knowing that and whatthey do not know, versus knowing that they do not know [1]. This brings about a number ofpedagogical questions for the classroom, some of which may lead to

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sandra Nite, Texas A&M University; G. Donald Allen, Texas A&M University; Ali Bicer, Texas A&M University; Jim Morgan, Charles Sturt University; Vanessa Mae Warren, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

online textbook. They were given the MPE again at the end of the program. Ifthey increased their scores to meet the cut score of 22 out 33 correct, they were permitted toenroll in engineering calculus I. This study examines their responses to the surveys during thebridge program and their grades, including any correlations that exist among the variables.IntroductionAs technology advances continue to grow rapidly, there remains a need for a diverse engineeringworkforce throughout the world. Most engineering majors rely on a strong mathematicsfoundation. Specifically, being successful on college calculus courses has been crucial to earn anengineering degree [1]. However, most engineering freshmen entered college without havingnecessary

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erik A. Mayer, Pittsburg State University; Yaping Liu, Pittsburg State University; David Miller, Pittsburg State University; Jeremy Wade, PacificSource Health Plans

Tagged Divisions

Mathematics

Engineering Calculus II course as they would have limited applications in EET andMECET. The topics of differential equations and matrices were added to Engineering Calculus IIas they have more applications in EET and MECET. Through subsequent meetings betweenfaculty, a textbook on engineering mathematics was chosen and it was established that the topicsin Table 1 would be covered [1], [2].There is currently a movement within the mathematics community to cover topics moreapplicable to STEM fields earlier in the calculus sequence [3]. The sequence of course topics inEngineering Calculus II closely aligns with the proposed sequence in this movement because ofthe removal of the largely theoretical sections on sequences and series and the inclusion of

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Paran Rebekah Norton, Clemson University; Karen A. High, Clemson University; William Bridges, Clemson University

Tagged Divisions

Mathematics

online N=75 N=70 N=51 68%Traditional methods N=89 N=84 N=59 66% Figure 1. Sample Size and Response RateResultsThe following analyses were conducted on students’ post survey scores.RQ 1) What is the difference in student perceptions of their basic psychologicalneeds satisfaction between the course structures?A multivariate analysis of variance (MANOVA) model was developed to determine ifstudents’ combined means of the BPNS components (competence, autonomy, andrelatedness) differ based on course structure. The MANOVA allows for comparison of amultivariate mean response between groups (Rencher 2002). This model included termsfor course structure (the

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael P. Hennessey, University of St. Thomas

Tagged Divisions

Mathematics

technical papers (published or accepted), in either journals (11), conference proceedings (33), or in magazines (1). He also actively consults with industry and is a member of ASME, SIAM and ASEE. Page 26.161.1 c American Society for Engineering Education, 2015 Advanced Undergraduate Engineering MathematicsAbstractThis paper presents the details of a course on advanced engineering mathematics taught severaltimes to undergraduate engineering students at the University of St. Thomas. Additionally, itprovides motivation for the selection of different topics and showcases related numerical

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

. Garzolini, Boise State University Judith (Jude) Garzolini is the National Science Foundation (NSF) Grant Project Manager for the Idaho STEP grant at Boise State University. She is responsible for managing the $1 Million grant to plan and implement activities focused on increasing the throughput of graduates in Science, Engineering, and Mathematics. During her over 23-year career in industry she worked for Hewlett-Packard Company where she contributed as both an R&D project manager and program manager in the disk drive and printing supplies businesses. Jude received a B.S. in Chemical Engineering from Wayne State University and a Master of Business Administration from the University of California, Davis. She was

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Ted Campbell, Utah State University; Jim Dorward, Utah State University; Sherry Marx, Utah State University

Tagged Divisions

Mathematics

thematic analysis of narrative data to understand the waysin which contextual factors may influence pedagogical change.  Introduction Amid increasing calls for science, technology, engineering, and mathematics (STEM)pedagogical transformation1, 24 and growing concerns over the lack of transfer of research-basedinstructional strategies to STEM23, 24 classrooms, several scholars2,3,12 advocate for a deeperunderstanding of instructional change within STEM disciplines. Henderson et al.12 summarizedthe situation saying, “the state of change strategies and the study of changes strategies are weakand …research communities that study and enact change are largely isolated from one-another”(p. 1). Borrego and Henderson3 suggested that efforts toward

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

structure their lectures to accommodate to the students’ mathematics preparedness thatmight be varying from year to year.The test comprises about a dozen problems that have to be solved without the help of pocketcalculators. They cover essentially standard high school mathematics problems, supplementedby a few questions that go beyond the average high school mathematics curricula.Some typical tasks are: 1 1 − x y • Basic algebra: Simplify a compound fraction like y 1

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jing Zhang, Virginia State University; Yongjin Lu, Virginia State University ; Zhifu Xie, Virginia State University; Dawit Haile, Virginia State University; Keith Williamson, Virginia State University

Tagged Divisions

Mathematics

university engi- neering research team should apply to select a project from a firm to enhance its research capacity and diversify its engineering programs as well. Keywords: Stock of Knowledge, Cooperative Game, Noncooperative Game, Economic Network, Optimization.Date: May, 2016. 12 J. ZHANG, Y. LU, Z. XIE, D. HAILE, K. WILLIAMSON 1. Introduction In the current global knowledge-and-technology intensive marketplace, the Re-search and Development (R&D) department plays a vital role in the developmentof a firm or an industry. During the last decade, we have seen a rapid increase inthe research of R&D collaboration in econometric

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

framework.In the second stage of this work3, the authors began to explore ways to add reflective thinkingand adapt the EFFECTs framework into the math classroom, Math-EFFECTs. The approachincorporated physical applications, geometry-based problems, and estimation techniques intosolution processes to contribute to the “does this answer make sense” aspect of critical thinking.These Math-EFFECTs modules were proposed for courses that still had flexible contentrequirements that allowed for more free form, less time constrained exploration. Studentsreported more enjoyment in learning and that their feelings of creativity in using mathematicshad increased significantly as they (1) completed realistically modeled problems and (2) weregiven the opportunity to

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roes Arief Budiman P.Eng., University of Calgary

Tagged Divisions

Mathematics

Paper ID #15903Using Card Games for Conditional Probability, Explaining Gamma vs. Pois-son Distributions, and Weighing Central Limit TheoryDr. Roes Arief Budiman P.Eng., University of Calgary Received PhD in Materials Science and Engineering at University of Toronto in 2001. Currently a Senior Instructor at University of Calgary and have been teaching Probability & Statistics for Engineers course in the past three years. Maintain a small research group (1 PhD, 1 MEng) on pipeline failure and reliability. c American Society for Engineering Education, 2016 USING CARD GAMES FOR CONDITIONAL

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

complexity of the discrete system exceeds a certainlimit, and a summary then closes the paper.Mass spring system and continuum limitTo better understand the physics of such a system it seems to be convenient to employ a one-dimensional system consisting of particles aligned in a straight line. The model can beimagined as beads mounted on a thin wire and connected to neighboring beads by springs(Figure 1).Figure 1: Schematic diagram of a one-dimensional coupled system of masses and springs.The particles have the masses mi and all the springs connecting the particles shall have equalspring constants k. If the equilibrium position of the ith particle is xi, then its position whendisturbed from equilibrium can be denoted xi + ui. In other words, ui(t

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Campbell Rightmyer Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Il Young Barrow, University of Louisville

Tagged Divisions

Mathematics

for additional credit hoursas well as delay completion of their required courses, possibly resulting in a delayed graduationdate.This paper assesses an intervention designed to improve math learning and completion of the DEcourse: a flipped classroom. Flipped classrooms require that students watch lecture materialoutside of class, and actively work on problems during class time. This method combines active,problem-based learning activities with direct instruction methods, and is seen by many as ateaching method that results in higher student satisfaction, greater retention of knowledge, andincreased depth of knowledge [1].A review of flipped classroom research was performed by Bishop & Verleger in 2014 [2]. Theauthors assessed 24 studies

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lynn Albers, Campbell University

Tagged Divisions

Mathematics

University School of Engineering incorporated the course, “IntroductoryMathematics for Engineering Applications,” to help with retention and because it fit theschool’s vision of offering all engineering classes in a class-lab format vs. separatelecture and lab courses. The primary goal of this class-lab format is to incorporate hands-on activities throughout the curriculum to integrate content and application.1 The schoolhas also limited class sizes to a maximum of 24 students.One faculty member taught the three-credit course the first year (2016) without ateaching assistant. There were two sections that met on Tuesdays and Thursdays for ~90minutes each. It was determined that this was not enough time to cover lecture notes,include labs, give exams

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology (COE)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

with enough time for sufficient reinforcement.The results realized in teaching at upper levels are derived from mathematical concepts andidentifiers reinforced during core courses in mechanical engineering. The paper demonstratessuch measured steps together with motivation builders as the prescription required in teachingcalculus and boundary value problems to mechanical engineering students.IntroductionOn a recent examination in Dynamics given to 60 students in two sections team-taught by twodifferent instructors, the following question was posed (Figure 1). The question tests the rigidbody kinematics area covering dynamical concepts of fixed axis rotations in belt drives. Themathematically relevant part of the solution requires a simple

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Guisela Alejandra Illescas Ms, Universidad Galileo; Alberth E. Alvarado, Universidad Galileo; Jose Roberto Portillo, Universidad Galileo

Tagged Divisions

Mathematics

known that Active Learning methodologies involve the students in their own learningand there is no doubt about their effectiveness in sharing knowledge with today’s students.Actually, undergraduate students taking traditional lecturing-based courses are 1.5 times morelikely to fail than those enrolled in courses where active learning methodologies are implemented[1]. Thus, our university has centered its attention on investigating, applying, improving anddesigning new active learning methodologies. Examples of such methodologies are: The MathOperatory Skills Laboratory (MOSL), introduced in [2], as a remedial mathematics course forfreshmen engineering students; and, the Guided-Lecture Team Based Learning (GL-TBL)targeted to teach mathematics

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Franziska Dorothea Wehner, Technische Universität Darmstadt

Tagged Divisions

Mathematics

ofvarious learning resources as well as their learning strategies, achievement goals andattributions). However, the focus of the current paper will be on answering the followingresearch questions: 1. How do engineering students use video tutorials in mathematics courses? 2. How frequently do engineering students use video tutorials in mathematics courses? 3. How helpful do engineering students find video tutorials in mathematics courses?The study was conducted in an advanced calculus course for engineering students at atechnical university in Germany. Important contents were differential equations and complexanalysis. In the first part of the course, basic existence and uniqueness theorems for solutionsto general ordinary differential

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Catherine Matos, Clayton State University; Tamara Pearson, Clayton State University

Tagged Divisions

Mathematics

are required to have access to a laptop computer that they can bring to class withthem each day. Enrollment in the Ordinary Differential Equations class is comprised ofmathematics majors and students in our dual degree and transfer programs for engineering. Asignificant portion of the students are non-traditional and/or have substantial work obligationsthat they need to balance with their coursework. Roughly 55% of our student body is enrolledfull-time (Figure 1), and about 45% falls into the traditional college student age range (Figure2).6 Differential Equations is a 3 hour course with no recitations and no teaching assistants. Whileclass size is thankfully small, many students have to work before and after class time, making itdifficult

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Salinas, ITESM; Eliud Quintero, ITESM

Tagged Divisions

Mathematics

with the 2011 Sim´on Bolivar Award for Doctoral Thesis in Mathematics Education and with the National ANUIES Award for Doctoral Research related with Education at College in 2011. At present she is Member Level 1 of the National Researches System from CONACYT M´exico. She has been addressing several projects promoting the use of technology in the teaching of Calculus and the implications of such innovation on the learning of the fundamental ideas that this scientific discipline encourages. She has also been participating in the development of the Educational Model that Tecnol´ogico de Monterrey promotes through the design of the syllabi of the Mathematics Courses for Engineering and its distribution with the use of

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jenna Tague, Ohio State University; Jennifer Czocher, Ohio State University; Gregory Richard Baker, Ohio State University; Amanda Roble, Ohio State University

Tagged Divisions

Mathematics

outside of the traditional instructional setting. Thus,we sought instructional media that would realize our anywhere/anyplace attitude toward meetingstudents' needs. In our efforts to reconceptualize the course, we aimed to: (1) capitalize onengineering and science points of view to help students utilize mathematics within theirdiscipline, and (2) use instructional technology to help the professor in achieving this goal.Mathematical modeling is theorized as a cycle that links mathematical thinking to science andengineering, and so supports the first goal. In this paper, we report on the means we used tomeet the second goal and on our evaluation of our success. Our contribution to the engineeringeducation community is (i) a description of how we

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Don Ploger, Florida Atlantic University; Agnes Nemeth, Florida Atlantic University; Steven Alan Hecht Ph.D., Nova Southeastern University

Tagged Divisions

Mathematics

planned efforts to integrate robotics intohigh school math curriculum. We are driven by two fundamental objectives: (1) Build low costrobots that can be purchased or built incrementally to manage budgetary restrictions. Theserobots should be re liable, robust, and most important of all, be customizable for the specificneeds of the teacher and the student teams; and (2) adapt the approach of “Understanding byDesign” by Wiggins and McTighe1 in integrating robots into math lessons. They recommend athree-stage process: define objectives; determine assessments, and develop tasks (in our case,robotics based exercises).For the first objective, we will provide details of our on-going work on building low cost robotsthat every K-12 school can afford. It