Conference Session

Approaches to Mathematics Curriculum to Include Projects and Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Lloyd Hieb, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

Mathematics

Paper ID #9124A Departmental Initiative to Effectively Incorporate Technology Use in Engi-neering Mathematics Education: A Case StudyDr. Jeffrey Lloyd Hieb, University of Louisville Jeffrey L. Hieb is an Assistant Professor in the Department of Engineering Fundamentals at the University of Louisville and has been a faculty member since 2008. In 1992 Jeff graduated cum laude from Furman University with Bachelor degrees in Computer Science and Philosophy. Returning to his native Louisville, he worked for more than ten years in a family business before returning to graduate school in 2003. Jeff completed his Ph.D. in

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

." Page 24.1391.3In terms of integrating engineering, math texts consistently fall short by only including "plug andchug" problems that only utilize a formula with little to no critical thinking involved. In an NSFfunded study, the investigators analyzed several textbooks to find instances of problems with anengineering context. Of the surveyed Algebra and Geometry texts, problems were not identifiedas engineering problems12. With the problems unlabeled or mislabeled, it is likely that studentswill not make the connection. The literature suggests that mathematics textbooks have beenpicked apart to find various essential components such as engineering. The inclusion of math hasalready been addressed in science textbooks considering the high

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

encouraged toperform estimations and must begin to evaluate what they need to know in the context of theapplication. In response to the driving question, students are prompted to start askingconceptually-based questions that motivate subsequent active learning modules. Thus the goal ofthe EFFECTs framework is to create an integrative, rather than additive, module based approach.The most non-traditional component of this teaching (student centered learning) model is areflective writing assignment that usually occurs after each module in the form of a journal entryand which is featured as a significant component of the final report. These reflections, incombination with the decision worksheet, are a critical part of the process. With the

Conference Session

Changing the Classroom Environment in Mathematics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna Tague, Ohio State University; Gregory Richard Baker, Ohio State University

Tagged Divisions

Mathematics

Prof. Baker is the Ohio Eminent Scholar in Scientific Computing in the Department of Mathematics at The Ohio State University. He is internationally known for his research on boundary integral methods as applied to free surface flow in liquids. He is also very concerned about math teaching for engineering students, and is conducting research on several aspects of improving teaching; impact of curriculum, prior knowledge of students, connections between physics and math, impact of technology and success in teaching methods. Page 24.619.1 c American Society for Engineering Education