Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sandra Nite, Texas A&M University; G. Donald Allen; Jim Morgan, Charles Sturt University; Ali Bicer, Texas A&M University; Robert M. Capraro, Texas A&M University

Tagged Divisions

Mathematics

programs were noted: 1)bridge programs generally improve assessment scores, 2) most program are notcompulsory and have difficulty recruiting students who need the intervention, and 3)mathematics is the most commonly addressed subject area. In 208 a meta-analysis ofbridge programs focused on mathematics instruction was conducted5. Only 12 summerbridge programs for incoming engineering freshmen were identified for the study. Ofthose programs, 8 lasted 4-6 weeks, while one program was only one week. The one-weekprogram involved approximately 8 hours a day of solving mathematics problems. Thetotal time spent was comparable to the longer programs6. A high percentage of thosecompleting the program increased their mathematics scores, although small

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

). Page 26.1396.6Sketching A Curve: Please draw a graph of a function that verifies all of the given informationbelow. Write the necessary values on the coordinate axis. lim f ( x) = 0, lim f ( x ) = 0 , x → −∞ x →∞ lim f ( x ) = −∞ , lim f (x) = ∞ , x→ −3− x→ −2+ Vertical asymptotes at x = − 3 and x = 2 , Horizontal asymptote at y = 0 , f ′( − 2 ) < 0 , f ′ (1 ) < 0 , f ′′ ( x ) < 0 when x < − 3

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

de Monterrey. Edu- cational researcher with interest in the integration of technology for the learning of Mathematics. With a Bachelors Degree in Mathematics and 2 Masters Degrees, in Education with Mathematics Specializa- tion. PhD in Mathematics Education since 2011. Member of the National System of Researchers SNI 1, CONACYT, M´exico. Co-author of several textbooks for the teaching and learning of Calculus. Page 26.1556.1 c American Society for Engineering Education, 2015 The linear motion as a scenario for addressing relations between a function

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

research summarized byBressoud, et. al.3Boise State University’s efforts have been successful because we identified and capitalized ontwo important sources of momentum: 1) efforts to reframe calculus content and 2) facultydevelopment supporting calculus instructors. In 2010 we were awarded a National ScienceFoundation Science Talent Expansion Program grant, specifically aimed at increasing STEMgraduates by improving first-time, full-time student retention. One of the elements of the projectwas the support of three, year-long, STEM-specific faculty learning communities (FLCs) (e.g.see Cox, 2001).4 Based on interest from numerous math faculty, coupled with Calculus Ileadership by one of the co-PIs on the grant, the latter two FLCs became exclusively

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

.1 Regarding student motivation, it is important for minority studentsto have role models to inspire them and for students to be exposed to STEM subjects early andcontinuously.7 It is also helpful for students to be surrounded by a community of STEMprofessionals.1 Although Active STEM does not aim to replicate or validate the programs of theNMSI, the key factors of student engagement, motivation, and exposure to STEM subjects werecentral to Active STEM’s design.Other sources in the literature have attempted to highlight factors specific to these minoritygroups that may deter interest in STEM. Two primary factors for both black and Hispanicstudents are a lack of financial support and poor academic preparation. Hispanic students, inparticular

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

InternationalStudent Assessment (PISA) [1] states the need to train people with the future skills such asmathematical literacy. PISA [1] defines mathematical literacy as the capacity to identify, tounderstand, and to engage in mathematics and to make well-founded judgments about the rolethat mathematics plays, as needed for an individual’s current and future private life, occupationallife, social life with peers and relatives, and life as a constructive, concerned, and reflectivecitizen. Subsequently, more specific studies [2] [3] aimed at a very specific population, futureengineers, have made explicit the prevailing need for the basic individual education taking intoaccount the fact that they should develop generic skills that complement and reinforce the

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

own sense of what should be taught in calculus, which guided their teaching,assignments and examinations.There was agreement about what c text should be used, and a common syllabus was on file. Yet,as a result of both growth and lack of coordination between instructional faculty, a situation haddeveloped by 2005-6 which students, the mathematics department, and others recognized asbeing problematic. At that time, from a student’s perspective, it appeared to matter more, “whoyou took,” than “what you learned” in terms of their chances of passing the course.1 This wassupported by pass rate data; the average pass rate in 2005-6 was 51% and ranged from 30% to90% depending on who taught the course.2 The variation in pass rate was a confounding

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

Paper ID #12300Fostering Spatial Visualization through Augmented Reality in Calculus learn-ingDr. Patricia Salinas, Tecnologico de Monterrey (ITESM) Full time Professor at Mathematics Department in Campus Monterrey, Tecnol´ogico de Monterrey. Edu- cational researcher with interest in the integration of technology for the learning of Mathematics. With a Bachelors Degree in Mathematics and 2 Masters Degrees, in Education with Mathematics Specializa- tion. PhD in Mathematics Education since 2011. Member of the National System of Researchers SNI 1, CONACYT, M´exico. Co-author of several textbooks for the teaching and learning

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Lindstrøm, Oslo and Akershus University College

Tagged Divisions

Mathematics

remote tutoring, a format the cousins foundparticularly helpful, as they could watch, replay and pause the explanations at their own pace.However, the availability on YouTube quickly made the videos a popular resource amongthousands of other students searching for online mathematics resources.1 This was thebeginning of Khan Academy, a free online learning resource comprising short videos on awide range of academic subjects, now ranging from mathematics to economics and history. In2010, KA received funding from private benefactors, Google and the Bill & Melinda GatesFoundation to form a non-profit organisation with a mission to provide "a free, world-classeducation for anyone, anywhere."2The mathematics module of KA is particularly well

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

show proficiency in abstractconceptual understanding in mathematics. 1 Diagnostic tests administered at the beginning ofengineering programs at a mid-sized Swedish University have shown declining results during thelast decade, a trend shared with other western countries. This substantially lowers the pass ratesand overall grades in mathematical courses and creates problems in the subsequent courses inscience and technology. Furthermore, it causes attrition and considerably delays graduation formany students with consequences for the individual and society at large. Page 26.401.2Students may be unprepared for abstract thinking in mathematics for

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

Mathematics

meeting times where students are required to attend the assembly much like atraditional course. This past semester there were six sections of this course taught. All sixsections were led by UTAs, with four sections utilizing three person groups. The other twosections used the same materials and were led by UTAs without the three person groups. Thecourse also uses online interactive and educational software to deliver the material andautomatically grade the students’ assignments.1. IntroductionThe Partnership for Retention Improvement in Mathematics, Engineering, and Science(PRIMES) is a University of Louisville cross-college collaboration aimed at reducing attritionamong our STEM majors. This project unites faculty from the College of Arts &

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

. Page 26.923.1 c American Society for Engineering Education, 2015 Improving Performance in College Algebra Using TechnologyHistory/Problem Statement College algebra has historically been a challenge for Colorado Technical University(CTU) and across higher education. It is the main introductory math course that college studentstake, but it has low success rates.1 Mayes specifically calls for a change in the college algebraapproach. “The traditional focus on skill development is failing, resulting in withdrawal andfailure rates that are excessive” 2(p. 63). In January of 2012, nearly half of all students at thisCTU who took college algebra failed. An additional 30% withdrew from the course

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

direct them what to do. In the design challenge, the teams are very creativeand devise many unique solutions to the defined problem.RaPower 12, 13In the RaPower ETK, pre-college student teams design and build model solar cars. Through aseries of hands-on activities, they learn how solar cells and motors work: they conductexperiments and take measurements, analyze data, and draw conclusions. Figure 1 shows thetypes of solar cells used in this experiment. They determine which solar cells, motors and tireswould work best for their car. In one experiment, they use multimeters to measure the voltageproduced by three solar cells under four lighting conditions (ambient, incandescent, halogen, andsolar). Each team constructs a 3x4 matrix and enters

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

enrolled or recently completed (i.e. 1 week after thecompletion of the course) a Numerical Methods or Numerical Analysis course at a large Midwestuniversity during a particular semester. The participants completed a questionnaire and eachparticipant is interviewed to explain his/her written responses to the questionnaire questions.Qualitative and quantitative results are displayed in this paper by using the written and videorecorded interview responses to the question stated above. The connection between participants’concept image and concept definition knowledge is evaluated in this work. Next section is devotedto the literature review on triad classification and APOS theory.Relevant Literature By relying on Piaget`s study of functions in 1977

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

“Moderately Selective” institution, about 20-30% of the incoming first-year CEAS studentsfor the past 10 years were placed into Algebra II or Algebra I during their first semester. Table 1below shows the percent of the first-year CEAS students’ enrollment in mathematics courses intheir first-semester at WMU from 2006 to 2015.Table 1. Percent of First-Year CEAS Students and First-Semester Mathematics Enrollment from2006 to 2015 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015Calculus II or 5.4 5.1 5.2 7.9 7.5 3.4 4.5 8.0 7.0 13.8HigherCalculus I 35.3 42.7 39.2 34.3 40.7 38.0 37.2 35.1 35.0 38.1Pre-Calculus 31.0 31.1 29.8 27.9 25.2 34.0 31.7

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gustavo Moran, Clemson University; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Likert-type items (with scores from 1 “not anxious atall” to 5 “very anxious”) on the first and last days of the four week course. The survey wasdistributed during class time just before a test. The first survey distribution was the very first dayof the course, before a diagnostic test (which is not part of the final grade). The final survey wasdistributed the last day of the course, right before the final test. Twenty items from a validatedmath anxiety survey, the 30-item Mathematics Anxiety Rating Scale (MARS 30-item)9, wereselected based on relevance to the context in the Mexican university. The survey was structuredaround math problems that students were likely to encounter in school or daily life, whichstudents then had to rate in terms of

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 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mathematics

the currentpaper.We embedded four first-year GTAs in a senior-level course for secondary mathematics educationmajors and used classroom mathematics case studies as a central component of the course. In thiscontext, we seek to answer these questions: 1. To what extent, and in what manner, did the nature of the graduate students’ comments during case analysis change over time? 2. To what extent, and in what manner, did the graduate students’ perceptions of teaching and of themselves as teachers shift over time? 3. How did the graduate participants perform as first-time teachers of record, compared to first-time teachers of record who were not embedded in the secondary education course?Two of our research questions are

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Daines, Colorado Technical University; Tonya Troka, Colorado Technical University; John M. Santiago Jr., Colorado Technical University

Tagged Divisions

Mathematics

has seen promising results in boththe pilot courses as well as the follow on initial Calculus course. The goal in conductingthese pilots was to improve student retention and performance in Trigonometry and Pre-calculus. Since the integration of Intellipath into the campus-based classes in January of2015, average pass rates in Trigonometry have increased from 76% to 94%, and averagewithdraw rates have decreased from 36% to 17%, as indicated in Figure 1. Figure 1. Trigonometry Pass and Withdraw Rates 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% January, April, July, 2014 October, January, April, July, 2015 October, 2014 2014 2014