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

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

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 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse Univer- sity, NY. Dr. Dominguez is a member of the Researchers’ National System in Mexico (SNI-1) and has been a visiting researcher at Syracuse University, at UT-Austin and at Universidad Andres Bello. She teaches undergraduate courses in Mathematics, graduate courses in Education, and is a thesis advisor on the master and doctoral programs on education at the Tecnologico de Monterrey. Her main research areas are: models and modeling, use of technology to improve learning, gender issues in STEM.Prof. Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago,Chile Genaro Zavala is Full Professor of

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jose R. Portillo, Universidad Galileo; Alberth E. Alvarado, Universidad Galileo ; Jorge Samayoa Ranero, Galileo University

Tagged Divisions

Mathematics

. c American Society for Engineering Education, 2017 MOSL: An Innovative Approach to a Supplementary course of Mathematics in Engineering.1. IntroductionSupplementary education has been the traditional method used by professors to help students whodo not have adequate preparation for college. According to Grubb [4], supplementary or remedialcourses are defined as a set of activities intended to meet the needs of students who do notinitially have the skills to perform well at a regular level. Currently, most universities offer thesetype of courses in a variety of formats. In Latin America, the deficiencies of most high schoolmath courses are shocking. This is especially true in developing countries, such as

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shirley B. Pomeranz, The University of Tulsa; Peyton James Cook Ph.D., The University of Tulsa

Tagged Divisions

Mathematics

is within the College of Engineering and NaturalSciences at The University of Tulsa, so my observations are relevant with respect to calculus forengineering students.Much has stayed the same, but the use of technology, student demographics, studentacademic/social support, the curriculum, and the way calculus is taught are some things that havechanged, comparing my calculus experiences from 1967 to those of my students in 2016. Not allthe changes appear to be for the better, and there are tradeoffs. The discussion focuses primarilyon anecdotal examples, although some statistical data are included.1. IntroductionThere are studies on the teaching of calculus at the university level that give detailed histories ofthe pedagogical changes over the

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gavin Duffy, Ohio State University; Sheryl A. Sorby, Ohio State University; Austin Mack, Ohio State University; Brian Bowe, Dublin Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mathematics

alone (Shea, Lubinski, & Benbow, 2001).Project Talent, undertaken in the US in the 1960s, involved the administration of a battery ofpsychometric tests over a one week period to a very large sample of high school students.50,000 males and 50,000 females were recruited from each of grades 9 to 12 (i.e. total n =400,000) to participate in the study and they were tracked over time (1, 5 and 11 years afterthe initial tests) to determine whether or not they pursued higher education and, if so, whatcourses they selected and the highest level of qualification they achieved. Results showed amarked difference in the verbal/spatial/mathematical ability profiles (as measured in highschool) of those who were destined to pursue a humanities social

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia; Gianluca Guadagni, University of Virginia; Stacie N. Pisano, University of Virginia, School of Engineering and Applied Science; Bernard Fulgham, University of Virginia; Monika Abramenko, University of Virginia; Diana D Morris, University of Virginia

Tagged Divisions

Mathematics

. TheMathematical Association of America has created a subcommittee on “Curriculum Renewalacross the First Two Years” (project CRAFTY) [1]. The MAA has also published a summary ofresults from the NSF-sponsored project [2] and two reports which focus on determining themathematical needs of partner disciplines [3]. Several new directions have emerged, and themost relevant ones can be grouped into three areas: Calculus re-sequencing [4] [5], activelearning methods [2] [6] [7] [8], and applications from engineering & sciences [9] [10] [11] [12].This paper discusses a calculus redesign project that is in progress in the School of Engineeringand Applied Sciences at the University of Virginia. It will focus on the following questions: 1. How did the

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mathematics

preparation in mathematics, which has been shown to predict student success in engineeringschool [1, 2, 3]. It is also widely acknowledged that calculus in particular is a significant barrierfor many undergraduate engineers, because many students who do not perform well in their firstsemester of mathematics do not stay in an engineering major [4, 5]. This is a significant challengefor all engineering schools, since calculus is the basis for higher level engineering concepts, andis therefore generally taught at the beginning of engineering programs. It is important to study first year student retention in engineering programs because of thelarge number of reasons that students may leave in their first year. However, it is also important tolook

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Hazal Ceyhan

Tagged Divisions

Mathematics

participants were enrolled. Six of the participants tried to use a technique to determine the solution to the research question by using either a numerical or an integration technique that they know. These students’ used either Integration by Parts or series expansion of the integrand to determine the numerical value of the given integral. Figure 1: Written response of RP 3 Figure 2: Written response of RP 13 Figure 3: Written response of RP 17 Figure 4: Written response of RP 12 Figure 5: Written response of RP 5 Figure 6: Written response of RP 6The rest of the participants did not try to calculate the integral and

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bailey Braaten, The Ohio State University; Arnulfo Perez, The Ohio State University

Tagged Divisions

Mathematics

a world where computing and computing technologies are growing at an ever-increasing rate, students need meaningfully situated opportunities to learn how to thinkcomputationally. Defined as a creative way to approach tasks or problems using concepts,practices, and perspectives from computer science, computational thinking holds promise for alllevels of education, especially K-12 classrooms [1]. Efforts to advance computational thinking ineducation include increased attention to the dispositions that people display when engaging incomputational thinking [2]. The study described in this paper extends these efforts by examiningthe impact of a summer professional development institute on teachers’ computational thinkingdispositions. As

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Mathematics

conditions. We defined three distinctperiods that correspond with when the departmental policy changes were implemented. Theseperiods are Traditional Methods (2002-2005), SCALE-UP (2006-2013), and Return toTraditional (2014-2015), which are defined in more detail below.Traditional Methods (2002-2005)Traditional lecture was the pedagogical approach used during this time. Additional componentsof instruction and assessment for this period are described in Table 1 below.Table 1. Overview of Traditional Methods period course policies Textbook Homework Exam Format Grading Policy(2002) Calculus 4thEdition (Stewart Four exams- 60%2001) Variety of

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Jocelyn B. S. Cullers, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

retained in STEM in the academic year immediately subsequent to their enrollment in Calculus I? Q4: What, if any, is the difference in STEM retention rate between students who experience R-Calc versus those who experience N-Calc? Q5: What, if any, effect does R-Calc have on retention rates for URM, Women, Pell- eligible students? Q6: What, if any, effect does R-Calc have on pass rates in post-requisite courses?Questions 1 and 3 are answered with descriptive statistics. The remaining questions ask whethera metric applied to students taking R-Calc differs from the same metric applied to students takingN-Calc. In all cases the metric is a simple proportion (pass rate or retention rate) so all of thesequestions are

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

. Figure 4: Examples of long divisionThe virtue of teaching students to perform the quotient of two integers using long divisionsbecomes more apparent especially when discussing the parity of numbers, i.e. whether a giveninteger is odd or even. Instructors can demonstrate to students that the parity of an integer can bedetermined using long divisions where the remainder will be zero when even numbers aredivided by 2 (in other words, even numbers are completely divisible by 2), and the remainderwill be 1 (or non-zero) when odd numbers are divided by 2.Students can also learn that all even numbers are multiples of 2 and that odd numbers are nevermultiples of 2. However, the concept of remainders from long divisions can be applied intocomputer