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

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mechanics related to fracture, composite materials and glaciology. In recent years, he has focused on issues of mathematical education and outreach and he has developed a wide range of K-12 outreach projects. His current interests include the mathematical education of teachers, the scholarship of outreach, computational mathematics, and complex dynamics.Dr. Sonya E. Sherrod, Texas Tech University Sonya Sherrod holds a B.S. and an M.A. in mathematics and a Ph.D. in curriculum and instruction. Her research interests include instructional approaches that help students (K-12) learn mathematics concep- tually and instructional strategies that motivate preservice teachers to relearn mathematics conceptually, to empower

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University

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Paper ID #14208An Elective Mathematics Readiness Initiative for STEM StudentsDr. Janet Callahan, Boise State University Janet Callahan is the Founding Associate Dean for the College of Engineering at Boise State University and a Professor in the Materials Science and Engineering Department. Dr. Callahan received her Ph.D. in Materials Science, her M.S. in Metallurgy and her B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors.Ms. Judith A

Conference Session

Mathematics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Paper ID #22515The Crux: Promoting Success in Calculus IIDr. Doug Bullock, Boise State University Doug Bullock is an Associate Professor of Mathematics at Boise State University. He is currently serving as Associate Dean of Arts and Sciences. His research interests include impacts of pedagogy on STEM student success and retention.Dr. Janet Callahan, Boise State University Janet Callahan is Chair and Professor of the Micron School of Materials Science and Engineering at Boise State University. Dr. Callahan received her PhD in Materials Science, MS in Metallurgy, and BS in Chemical Engineering from the University of

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Christy Brown; D. Andrew Brown, Clemson University; Kristin Kelly Frady, Clemson University; Patrick Bass, The Citadel; Michael A. Matthews P.E., University of South Carolina; Thomas T Peters, South Carolina's Coalition for Mathematics & Science; Robert J. Rabb P.E., The Citadel; Ikhalfani Solan; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

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Paper ID #23231Prevalent Mathematical Pathways to Engineering in South CarolinaDr. Eliza Gallagher, Clemson University Dr. Gallagher is an Assistant Professor of Engineering and Science Education at Clemson University, with joint appointments to Mathematical Sciences and Education & Human Development. Her research inter- ests include student cognition in mathematics, development of teacher identity among graduate teaching assistants, curricular reform to foster diversity and inclusion in STEM fields, and development of mathe- matical knowledge for teaching.Dr. Christy BrownDr. D. Andrew Brown, Clemson UniversityDr

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

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difficulties are thought to arise from a lack of understanding as to what engineeringinvolves and an insufficient mathematical preparedness.This under-preparedness of first-year university students is not only reflected in theirperformance in the mathematics classes; it propagates into mathematically-oriented courseslike Engineering Mechanics, Strength of Materials, Thermodynamics, Fluid Mechanics, andControl Engineering. In our university’s engineering degree programs, drop-out for academicreasons primarily takes place in the first year of study, and the major “culprit” is EngineeringMechanics, followed by Engineering Mathematics (the other courses mentioned before aretaught later in the curriculum). This is in good accordance with a study of Tumen

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Kerrigan, Rutgers University; Lydia Prendergast, Rutgers University; Jillian A.S. Mellen, Rutgers University; Geraldine L. Cochran; Antonio D. Silva

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engineering, which can tip the scales in the students’ decision orability to stay in engineering [1]. Gateway courses to advanced study in engineering, such asCalculus II, have been historically perceived by students to be the most difficult [2]. Anecdotalreasons for this could include the complexity of the calculus curriculum, the amount ofbackground knowledge needed to keep pace with learning, and lack of time for conceptexploration and engagement during class. Studies have shown that self-efficacy is morepredictive of mathematics performance than prior mathematics experiences and measures ofmathematics anxiety [3], [4].Self-efficacy can be defined as an individual's belief in their innate ability to achieve goals, andis based on both skill mastery

Conference Session

Mathematics Division Technical Session 1: Best Practices in Engineering Math Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathaniel Rossi, Arizona State University; Adam R. Carberry, Arizona State University; Scott Adamson, Chandler-Gilbert Community College

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Problem-Solving,” in Posing and Solving Mathematical Problems​. Springer, Cham 2016 [E-book] Available: https://doi.org/10.1007/978-3-319-28023-3_21[9] J. Saldaña, ​The Coding Manual for Qualitative Researchers​. Sage, 2009[10] J. Campbell ​et al.​ ​Coding In-Depth Semistructured Interviews: Problems of Unitization and Intercoder Reliability and Agreement.​ Sociological Methods & Research, vol. 42, no. 3, Aug. 2013, pp. 294–320. [Online] Available: https://doi.org/10.1177/0049124113500475. [Accessed Apr. 6, 2020][11] M. Honey ​et al​. ​STEM Integration in K-12 Education : Status, Prospects, and an Agendafor Research​. Washington, District of Columbia: National Academies Press 2014AppendixInterview Protocol

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

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Calculus and Probability (IP) 162 (20%) 72% 239 62% Integral Calculus (IC) 185 (17%) 53% 203 29% Differential Equations (DE) 314 (30%) 54% 321 36% Total 1399 50% 1870 47%The table shows that there was an improvement in some of the courses. For example, for DE andIC, the percentage of students passing the course increased from 36% and 29% to 54% and 53%,respectively. However, there were some other courses in which there was not an improvement(e.g. DC had 53% and then 52%) and a course (PC) in which there was a decline in studentspassing

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology (COE)

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students fromfreshman through junior levels using a carefully redesigned curriculum of engineering sciencecore courses (ESCC) and a blended set of applied laboratories. ESCC consists of six core coursestaught by teams of ME faculty with clearly set educational objectives and managed by acoordinator and trained teaching assistants. Though essay type examination questions candemonstrate positive learning outcomes, multiple choice questions are better to pinpoint areas ofconceptual difficulties. After designing and adopting ESCC in 2006, faculty agreed that carefullydesigned multiple choice questions should form an integral part for all examinations in coreclasses. We frequently discuss performance data on conceptual questions and archive them

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allen J. Antoine Jr, Rice University Office of STEM Engagement; Carrie A. Obenland, Rice University; Roger Ramirez, Rice University; Christopher Barr, Office of Research, Rice University; Matthew Cushing, Rice University; Carolyn Aitken Nichol, Rice University

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. Additionally, Allen has traveled across the country with WeTeach CS to facilitate teacher preparation courses for the high school computer science competency exam. He also serves as a master teacher for Bootstrap, a program that aims to implement computer science principles in mathematics classrooms. Before joining R-STEM, Allen worked in various positions in the educational field. As an interventionist in Orleans Parish Schools, he worked with elementary students to improve their literacy and numeracy levels. As a middle school teacher in Alief ISD, he taught 8th grade mathematics and Algebra I. Addi- tionally, Allen worked on mathematics curriculum development for Alief ISD and Rice University. Allen currently holds a

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

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engaged in education research. Brian has also facilitated over 300 education devel- opment workshops on problem-based learning, assessment, curriculum development and peer instruction across 10 countries. His education research interests include examining students’ approaches to learn- ing within group-based project-driven pedagogies, epistemological development, progression, conceptual understanding and pedagogical evaluations. c American Society for Engineering Education, 2017 Performance by gender on university placement tests in mathematics and spatial skillsIntroductionIn an effort to enhance the first year experience (FYE) it is now common for higher

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

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Mathematics

Results from the Implementation of Wright State Model for Engineering Mathematics at University of Detroit MercyAbstractDifficulties with the Calculus sequence in the engineering curriculum leads to many studentsabandoning engineering programs. Many of these students are from underrepresented groups suchas women and students of color. This is a significant loss to the profession. The problem is notnew and engineering educators have worked on different strategies to alleviate this problem. Afairly well-known approach, first proposed by faculty from Wright State University, involvesteaching an Engineering Mathematics class to freshmen engineering students. Taught by engineers(and not mathematicians), this course typically covers

Conference Session

Mathematics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jose Roberto Portillo, Universidad Galileo; Alberth E Alvarado, Universidad Galileo; Jorge Samayoa Ranero, Universidad Galileo

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puta lot of effort in reducing the dropout rate of part-time engineering students, particularly focusingon dropout that occurs during the freshmen year. With this objective in mind and knowing that thestudents’ experience with the first calculus course is an important variable that may lead a studentto abandon his career plan, we decided to implement active learning methodologies [6] to teachthat course to part-time students. As [7] states, active learning methodologies may directlyinfluence social integration and indirectly affect the student’s dropout decision.In this paper, we introduce what we call Guided-Lecture Team Based Learning (GL-TBL), whichis a learning methodology whose core relies on the well-known Team Based Learning (TBL

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)

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graph and positiongraph. In a conventional curriculum those relations refer to the positive (negative) sign, andincreasing (decreasing) behavior of derivative function, corresponding to the increasing(decreasing) and concave upward (downward) behavior of the function. Software brings thescenario for learning those facts analyzing the real context of linear motion. As part of the study,an assessment instrument was designed in order to appreciate the students’ appropriation of thoserelations. The instrument’ items are classified by corresponding to the linear motion context, orcorresponding to different real contexts (no motion), or without including any real context. Theyalso consider the posing information of the item and of the answer, being

Conference Session

Mathematics Division Technical Session 5: From Functions to Big Data–A Hands-on Challenge

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rajendran Swamidurai, Alabama State University ; Cadavious M. Jones; Carl Pettis; Uma Kannan

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Paper ID #31635Applications of Linear Algebra applied to Big Data AnalyticsDr. Rajendran Swamidurai, Alabama State University Dr. Rajendran Swamidurai is an Associate Professor of Computer Science at Alabama State University. He received his BE in 1992 and ME in 1998 from the University of Madras, and PhD in Computer Science and Software Engineering from Auburn University in 2009. He is an IEEE senior Member.Dr. Cadavious M Jones, Dr. Cadavious M. Jones is an Associate Professor of Mathematics at Alabama State University. He received his BS in 2006 and MS in 2008 from Alabama State University, and PhD in Mathematics

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy Romance, Florida Atlantic University; Ali Zilouchian, Florida Atlantic University; Michael Vitale, East Carolina University; Lisa Greenberg, Florida Atlantic University

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science to coordinating learning communities addressing mathematics curriculum as a persistent barrier impacting student success and retention in undergraduate STEM pro- grams. She is currently OI on a NSF DR K-12, Co-PI on a USDOE Title III Hispanic Serving Institution, internal evaluator on FAU’s NSF Advance early phase grant, and a member of the Advisory Board on the NSF STEM+C in Broward Schools and the NSF MSP at the University of Toledo.Dr. Ali Zilouchian, Florida Atlantic University Dr. Ali Zilouchian is currently the Associate Dean for Academic Affairs and a professor in the College of Engineering and Computer Science at Florida Atlantic University. He is also currently the Director of ”CAPTURE” program which

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)

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(ST), which is why we propose to think how to include, in engineeringeducation, some of the abilities or skills from ST, and from the math education perspective. Thereport [2] explicitly mentions the work done by Senge [4] and motivated by this fact this paperaims to show the advantages and benefits of incorporating systems thinking in a math class. It ishoped that through this, it can be stated that the wealth of integrating the two seemingly disjointin two different disciplines (Systems Thinking and Mathematics). The present work shows theresults of the design of an innovative course of Differential Equations (DE), by means of usingmodeling and computer simulation, to have an active learning environment [4]. This course hasbeen taught for

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Hazal Ceyhan, Ankara University

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Mathematics

problem.7 Students’ difficulty in sketching the derivative graph of a function is observed by Ferrini-Mundy et al.9 In theirstudy, many students first tried to find an algebraic representation of the given function. Aspinwall et al.3 focusedthe research outcomes on a single student and concluded incorrect derivative images resulting in students’incorrect analytical reasoning. Graduate and senior undergraduate mathematics students’ weak rate of changeknowledge is observed to cause weak understanding of the integration concept by Thompson.16Participants and the General Procedure The participants of this qualitative and quantitative study are 17 senior undergraduate and graduate studentsmajoring in mathematics or engineering who were enrolled

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

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Mathematics

Paper ID #16578Longitudinal Success of Calculus I ReformDr. Doug Bullock, Boise State University Doug Bullock is an Associate Professor of Mathematics at Boise State University. His educational re- search interests include impacts of pedagogy on STEM student success and retention.Dr. Kathrine E. JohnsonDr. Janet Callahan, Boise State University Janet Callahan is Chair of Materials Science and Engineering at Boise State University. Dr. Callahan received her Ph.D. in Materials Science, M.S. in Metallurgy, and B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include freshman