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

Thomas Goldfinch, “The Influence of University Entry Scores on Performance in Engineering Mechanics”, 20th Australasian Association for Engineering Education Conference, Adelaide, SA, Dec 6-9, 20094. Sarah Tumen, Boaz Shulruf, and John Hattie, “Student pathways at the university: patterns and predictors of completion”, Studies in Higher Education, 33(3), 233-252, 20085. Nancy J. McCormick and Marva S. Lucas, “Exploring mathematics college readiness in the United States”, Current Issues in Education, 14(1), 20116. Eileen Goold and Frank Devitt, “The role of mathematics in engineering practice and in formation of engineers”, SEFI 40th annual conference: Mathematics and Engineering Education, Thessaloniki, 20127

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Guo Zheng Yew, Texas Tech University; Aimee Cloutier, Texas Tech University; Stephen Michael Morse, Michigan Technological University; Audra N. Morse, Texas Tech University

Tagged Divisions

Mathematics

-education-in-the-u-s-doesn-t-add- up/ 2. Booth, J.L. and Koedinger, K.R. (2008). “Key Misconceptions in Algebraic Problem Solving.” Proceedings of the 30th Annual conference of the Cognitive Science Society. Pp. (64-70). 3. Epp, S.S. (2003). “The Role of Logic in Teaching Proof.” The Mathematical Association of America. 4. Goetting, M.M. (1995). “The College Student’s Understanding of Mathematical Proof.” University of Maryland. 5. Green, E. (2014). “Why do Americans stink at Math?” The New York Times Magazine. 6. Harel, G. and Sowder, L. (1998). “Students’ Proof Schemes: Results from Exploratory Studies.” Research in Collegiate Mathematics Education III. American Mathematical Society. Pp

Conference Session

Mathematics in Transition

Collection

2007 Annual Conference & Exposition

Authors

Anne McClain, University of Alabama-Birmingham; Dale Feldman, University of Alabama-Birmingham; Lee Meadows, University of Alabama Birmingham

Tagged Divisions

Mathematics

of this task has been a stepin the right direction toward engaging students in mathematics used to help solve criticalproblems in applications of interest. Additional tasks are currently under development.For additional information on the Greater Birmingham Mathematics Partnership, please visit:http://www.math.uab.edu/GBMP/.For additional information on the Mathematics Education Collaborative (MEC), please visit:http://mec-math.org/.References[1] Greater Birmingham Mathematics Partnership, Five-Year Strategic Plan. July 2006.[2] Blue, C. E., Blevins, L. G., Carriere, P., Gabriele, G., Kemnitzer, S. (Group Leader), Rao, V., and Ulsoy, G., “The Engineering Workforce: Current State, Issues, and Recommendations”. Final Report to the

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College

Tagged Divisions

Mathematics

Statistics.4. Goodman Research Group (2002). Final report of the women’s experiences in college engineering (WECE) project, Cambridge, MA.5. Davis, C-S. & Finelli, C.J. (2007), Diversity and Retention in Engineering, New Directions for Teaching and Learning, v2007, n111, p63-7.6. Derlin, R.L. & McShannon, J.L. (2000), Faculty and Student Interaction and Learning Styles of Engineering Undergraduates, Retrieved May 10, 2008 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/89/1d.pdf.7. Goldberg, J. & Sedlacek, W. (1996), Summer Study in Engineering for High School Women, Maryland University, College Park, Maryland.8. Pantano, J. (1994), Comprehensive Minority SEM Programs

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul Chanley, North Essex Community College; Michael E. Pelletier, Northern Essex Community College; Linda A. Desjardins, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

Mathematics

effective for your learning. • It was perfectly fine. • They did well; I don’t see any way it could be improved. • Providing more examples that were mentioned through the non-SI sessions. Go over previous tests. Finally, maybe making the session longer. • All math classes should have SI sections. • It’s really good with this class, can’t say I would add anything to it. • I don’t know. • Nothing from my experience, it was the best way to become highly successful in the class. • I thought it was fine. Please indicate the reason(s) you did not attend SI sessions: • I didn’t feel it was

Conference Session

Students' Abilities and Attitudes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J Shryock, Texas A&M University; arun r srinivasa, Department of Mechanical Engineering, Texas A&M University; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

Mathematics

integration of mathematics with physics and engineering throughthe use of projects or curriculum incorporation or moving this integration in the sophomore yearof curriculum with project-based learning15,19,20. Some of the literature is beginning to outlineskills from mathematics, but the focus has been on identifying topics from the course and not onthe impact on engineering if a student does not possess these skills. For example, Gomes, Bolite,and Powell19 looked at assessing the mathematics skills necessary for a final course project. Theskills outlined were still framed using the taxonomy level outlined in Cardella’s work in 200716.Manseur, et al.’s work15 addressed the relationship between mathematics and engineering butfrom a curriculum

Conference Session

Issues and Solutions in Mathematics Education

Collection

2010 Annual Conference & Exposition

Authors

Andrew Grossfield, Vaughn College of Aeronautics

Tagged Divisions

Mathematics

enabled the solutions of differential equations but also raisedmany perplexing and wonderful problems. Over the next century, the finest mathematiciansexplored these problems. Dirichlet, Cauchy, Cantor, Riemann, Weierstrass and others, in theirstudy of continuity and convergence of series, invented ingenious, counterintuitivecounterexamples and produced analytical techniques which culminated in Lebesgue’smagnificent theory of integration about 1906.During the 1700’s, developments in mathematical theory were dominated by Leonhard Euler.Euler had more mathematical insight, made more mathematical discoveries and had moremathematical fun than anyone else either before or since except maybe Erdos. However, theviews of Euler on the nature of

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Robert Homolka, Kansas State University, Salina; Greg Stephens, Kansas State University, Salina

Tagged Divisions

Mathematics

Page 15.107.11classes (Introduction to Business and Supervisory Management) during the 2008 fall semesterrepeated in the fall 2009 semester indicate that students at K-State in Salina like stories as apedagogical tool. The poll asked students to rank ten different presentation/learning methodsutilized in class based on the student’s order of importance. Ten different teaching tools werelisted on a single page and here is how students ranked the items: 1. Class Discussion 2. Stories Ranked #2 3. Class Lectures 4. PowerPoint 5. Handouts 6. Group Projects 7. Videos/DVD’s 8. Textbook(s) 9. KSU Online (Classroom program like Blackboard, WebCt, etc) 10. Homework.Business

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

Education, 31 (1): 30-43.2. Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 1, Cognitive Domain. New York: David McKay.3. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.4. National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the new century. Washington, D.C.: National Academies Press.5. [Reference redacted for blind review]6. [Reference redacted for blind review]7. Boelkins, M. (2013). Active Calculus. Electronic book available at http://faculty.gvsu.edu/boelkinm/Home/ Download.html .8. Hake, R.. (1998

Conference Session

Mathematics in Transition

Collection

2006 Annual Conference & Exposition

Authors

Bella Klass-Tsirulnikov, Sami Shamoon College of Engineering (formerly Negev Academic College of; Sharlene Katz, California State University-Northridge

Tagged Divisions

Mathematics

is a coherent rigorous verbal framework specifying aconcept. A discussion of the conflicts between the infinities of everyday experience and formalinfinities based on axioms can be found in reference 12.The interesting conversations13 of a knowledgeable father with his six-year old son, Nic, providean insight on how a child's intuition builds an image of the concept of infinity. In the beginningof the conversations Nic imagines infinity as a very huge number, much bigger than 10, biggerthan a million, probably bigger than a "googol" (1 followed by a hundred 0's). Nic's infinity canbe operated on like any other number in arithmetic ("infinity" + "infinity" = "two infinity", andthere is "half infinity" as well). Nic also invents a number