Displaying all 5 results
- Conference Session
- Integrating Math, Science, & Engineering
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Bruno Osorno, California State University-Northridge
- Tagged Divisions
- Mathematics
the writing center, counseling center, student health center, library, and career center. Page 11.1158.614. I feel good about myself and about my situation, and I am confident about my ability to succeed academically. 15. Taking quizzes every week has forced me to reconsider my academic approach to my classes by adjusting and/or including some of the questions 1 through 14 into my every day schedule of activities 16. If you ranked question 15 please, indicated below what questions 1 through 14 have you added or adjusted this semester to help you do better in this course.1 2 3 4 5 6 7 8
- Conference Session
- Use of Technology in Teaching Mathematics
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Paul Wlodkowski, Maine Maritime Academy
- Tagged Divisions
- Mathematics
Maritime Academy. Studentsappreciate its highly visual interface and nimble facility with engineering unit display andconversion. Its application is carried beyond the numerical methods course and into coreengineering classes, e.g. strength of materials, fluid mechanics, and engineering testlaboratories. As the case study has shown, MATHCAD enables students to reinforcetheir knowledge of the underlying mathematics behind the numerical method. With aversatile combination of graphical display, symbolic processing, and user-definedcomputer programs, MATHCAD augments the student’s experience base which is a vitalcomponent for their future careers in solving complex engineering problems.References1 C. Domnisoru, “Using MATHCAD in Teaching Power
- Conference Session
- Integrating Math, Science, & Engineering
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Stephen Pennell, University of Massachusetts-Lowell; Peter Avitabile, University of Massachusetts-Lowell; John White, University of Massachusetts-Lowell
- Tagged Divisions
- Mathematics
Chemical Engineering Department at the University of Massachusetts Lowell. Page 11.1205.1© American Society for Engineering Education, 2006 Teaching Differential Equations with an Engineering FocusIntroductionStudents’ lack of motivation is a significant obstacle to their learning basic STEM (Science,Technology, Engineering and Mathematics) material. Students often do not see the relevance oftheir mathematics courses, for example, to courses in their majors or to their careers until longafter the courses have ended. Consequently, their motivation to learn the material in mathematicscourses is low, and their retention of this
- Conference Session
- Mathematics in Transition
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Andrew Grossfield, Vaughn College of Aeronautics
- Tagged Divisions
- Mathematics
2006-680: THE ROADMAP OF ARITHMETIC: SUMMING IT UPAndrew Grossfield, Vaughn College of Aeronautics Throughout his career Dr. Grossfield, has combined an interest in engineering design and mathematics. He earned a BSEE at the City College of New York. During the early sixties, he obtained an M.S. degree in mathematics at night while working full time during the day, designing circuitry for aerospace/avionics companies. He is licensed in New York as a Professional Engineer and is a member of ASEE, IEEE, SIAM and MAA. Ai207@bfn.org is his e-mail address. Page 11.1323.1© American Society for Engineering
- Conference Session
- Mathematics in Transition
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Bella Klass-Tsirulnikov, Sami Shamoon College of Engineering (formerly Negev Academic College of; Sharlene Katz, California State University-Northridge
- Tagged Divisions
- Mathematics
. However, engineering students require a more mathematically rigorouspresentation. This paper presents a method for teaching the topic of infinity in freshman levelmathematics course on discrete mathematics for engineering students, based on the ideas ofbijection and equivalency within the topic of set theory. We also present some ideas of how theconcept of infinity can be targeted in the K-12 environment.I. IntroductionAs part of long-standing efforts to enhance engineering education, the ASEE surveyed prevailingtrends in K-12 education1. Aiming to determine teachers' attitudes towards engineering as anintellectual and career challenge for their students, the ASEE study reveals an interestingparadox. It discovers that an overwhelming majority of