Conference Session

Mathematics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Jean Lapaix, Florida Atlantic University; Charles Perry Weinthal; Don Ploger, Florida Atlantic University; Malissa Augustin, Florida Atlantic University; Santiago Aguerrevere

Tagged Divisions

Mathematics

cost effective solutions. In a following semester, Seventeen ninth grade pre-engineering students worked in teams to build their own low cost robots (an improved version),program them and use them to draw various geometric shapes1 - 3. This course was designed toenhance their interest in engineering and math, while providing a social context ofempowerment, competition, and cooperation. The results indicate that these students benefitedfrom the use of robots. Two papers document the research results of student interviews toevaluate the effectiveness of this course 4, 5. This will be described further below.In the 2103 ASEE conference paper1, a two-boat problem was examined to demonstrate howrobots can be used for solving complex math problems

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Ted Campbell, Utah State University; Jim Dorward, Utah State University; Sherry Marx, Utah State University

Tagged Divisions

Mathematics

thebarriers) based upon available information and machine technology and common principles ofcognitive science improved student learning in an undergraduate electrical and computerengineering class (p. 331). They used this evidence to argue for instructional innovations thatare generalizable rather than discipline specific, scalable rather than comprehensive, and easy toimplement rather than resource-intensive (p. 332). While Seymour25 acknowledged that evidence of improved student learning (e.g., Butler 4et al. ) is commonly considered a “necessary condition” for transfer of research-basedinstructional innovations to practice in STEM, she suggested that this evidence may not, of itself,be “sufficient” when considering the adoption