Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Kirstie A. Plantenberg, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

Mathematics

questions are summarized in Figures 8 through 13. The responseshighlight the impact of the course. Here are some of the conclusions that can be drawn from thedata: • ENGR1234 has a stronger impact on student performance in Physics I (Mechanics) than in Physics II (Electricity and Magnetism) • ENGR1234 has a very strong positive impact on student performance in Statics and Dynamics • ENGR1234 seems to have a strong positive influence on students’ ability to perform well in other Mathematics courses • As per the response to Q#6 ENGR1234 was a valuable addition to the curriculum and students feel the course is helping them a lot STRONGLY DISAGREE 1 DISAGREE 2 NEUTRAL

Conference Session

The Transition from Secondary to College Mathematics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Helen M. Doerr, Syracuse University; Andria Costello Staniec, Syracuse University; AnnMarie H. O'Neil, C.S. Driver Middle School

Tagged Divisions

Mathematics

, Q., Swaminathan, H., & Tang, J. (2009). Development of a classification system for engineering student characteristics affecting college enrollment and retention. Journal of Engineering Education, 98(4), 361- 376.[12] Weatherton, Y., Kruzic, A., Isbell, B., Peterson, L., Tiernan, J., & Pham, V. (2011). Mathematics performance and first year retention of students in engineering learning communities. In American Society for Engineering Education Annual Conference and Exposition, Conference Proceedings.[13] Hoit, M., & Ohland, M. (1998). Impact of a discipline-based introduction to engineering course on improving retention. Journal of Engineering Education, 87(1), 79-85.[14] Kilgore, D., Atman, C

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

for mathematical reasoning. In L. D. English (Ed.), Mathematical reasoning analogies, metaphors, and images.27. Vosniadou, S. (1995). Analogical reasoning in cognitive development. Metaphor and symbilic activity, 10 (4), 297-308.28. Goswami, U. (1992). Analogical Reasoning in Children. Psychology Press29. SchoolMatters. (2006). Schoolmatters a service of standard and poor’s, a division of the mcgraw-hil l companies, inc. Retrieved on August 26, 2007 from http://www.schoolmatters.com/app/location/q/stid=15/llid=118/stllid=212/locid=1035261/catid=-1/secid=- 1/compid=-1/site=pes. Page 13.1063.13

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

College. San Francisco: Jossey-Bass (1989).16. https://www.google.com/search?q=saundra+mcguire+study+cycle&biw=1084&bih=797&tbm=isch&tbo=u&so urce=univ&sa=X&ved=0ahUKEwijjqTnnMXKAhXjkIMKHQKGAhkQsAQIPA#imgrc=BwL4uD4aB4fHJM %3A.

Conference Session

Mathematics Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrew Grossfield P. E., Vaughn College of Aeronautics & Technology

Tagged Divisions

Mathematics

vertical change, (y – y1), between any variable point on the line and afixed point on the line is always m times the horizontal change, (x – x1). This form provides away to obtain the equation of a line when any point, P1(x1 , y1) on the line and the slope, m, ofthe line are given. y  Q(10, 5) Rise = (Qy -Py) = 5 - (-1) = 6

Conference Session

Changing the Classroom Environment in Mathematics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert Talbert, Grand Valley State University

Tagged Divisions

Mathematics

. Quizzes were administered onpaper and collected after three minutes of work. After collecting the students’ work, the quiz wasimmediately debriefed at the board and document camera so that students received instantfeedback. Page 24.1233.9Following the Q&A time and the Entrance Quiz, the class was typically left with about 30minutes to work on class activities. As described above, these activities were often taken fromthe Activities in the Active Calculus book and modified to fit the particular needs of theaudience. Most were on the cognitive level of homework that would be assigned for out-of-classwork in a traditional setting. Students were