Conference Session

Changing the Classroom Environment in Mathematics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca Bourn, Tribeca Flashpoint Media Arts Academy; Sarah C. Baxter, University of South Carolina

Tagged Divisions

Mathematics

understanding. By including reflective writing, teachers can promotehigher order critical thinking and return responsibility for learning back to the students. While itis true that rote practice is still essential in mathematics, the developers stress that evenimplementing parts of an EFFECT are an excellent way to engage students and start thedevelopment process of creating entire units of study designed around the EFFECT framework.References[1] EFFECTs Web page: http://sdii.ce.sc.edu/effects/?q=node/14[2] Mason, Gregory S.; Shuman, Teodora Rutar; Cook, Kathleen E. “Comparing the Effectiveness of an InvertedClassroom to a Traditional Classroom in an Upper-Division Engineering Course” IEEE TRANSACTIONS ONEDUCATION 56 (4), 430-435, 2013.[3] Latterell

Conference Session

The Use of Games and Unique Textbooks in Mathematics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J. Reid, Ohio Northern University

Tagged Divisions

Mathematics

Corbett. "An Innovative Approach to Secondary Mathematics for Engineering and Science," Proceedings of Frontiers in Education Conference, 2013, Oklahoma City, OK.[19] Shadaram, Mehdi, Brandy Alger, and Mauli Agrawal. "Implementation of Just in Time and Revamped Engineering Math Courses to Improve Retention and Graduation Rates." Proceedings of Frontiers in Education Conference, 2013, Oklahoma City, OK[20] Reid, Kenneth, David Reeping, Tyler Hertenstein, Graham Fennel, and Elizabeth Spingola. "Development of a Classification Scheme for “Introduction to Engineering” Courses" Proceedings of the Frontiers in Education Conference, 2013. Oklahoma City, OK.[21] Aung, K, Underdown, R. Qian, Q. "K-12 Engineering Education Priorities

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