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

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

Tagged Divisions

Mathematics

research projects. He has collaborated extensively with colleagues across the University on the design, analysis, and presentation of data from both surveys and experiments. He is a co-author on peer-reviewed publications and a co-PI on funded research projects each year. He teaches both undergraduate and graduate level courses in statistical methods, regression analysis, statistical research design, and data analysis. American c Society for Engineering Education, 2020 Towards Creating Motivationally Supportive Course Structures for Introductory CalculusAbstractThis paper reports the qualitative phase of a sequential explanatory mixed

Conference Session

Mathematics Division Technical Session 4: Assessing Success in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Danielle Marie Fredette, Cedarville University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

unusually large population of students who were homeschooledwhen they graduated from high school (about 1/5 of students university wide and 1/4 of studentscurrently enrolled in the School of Engineering and Computer Science). In this paper, I investigatethe retention rate and calculus readiness for homeschooled students entering the School ofEngineering and Computer Science as compared with their non-homeschooled peers.In this study, I hypothesized that homeschooled students might have a different likelihood tosucceed in engineering school compared to their non-homeschooled peers. The results of the datastudy support this hypothesis and suggest that homeschooled students are more likely than othersto succeed in engineering school, with retention in

Conference Session

Mathematics Division Technical Session 2: Poster Presentations

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anibal Sosa, Universidad Icesi, Colombia; Norha M. Villegas, Universidad Icesi, Colombia; Stephanie Celis Gallego, Universidad Icesi, Colombia; Diego Antonio Bohórquez, Universidad Icesi, Colombia

Tagged Divisions

Mathematics

oftraditional textbooks, although the latter were allowed to be used. Through short tasks thatwere designed to be initiated and terminated during in-classroom sessions, mostly to beworked in peers, we cover three general moments in the designed learning experience: ashort introduction, a discussion and a closure argument with general feedback by the end ofeach assignment.Each guide has different learning objectives: 1. Guide one: a. To distinguish sets that may or may not be subspaces of 𝑅𝑅 2 or 𝑅𝑅 3 , using GeoGebra for visualization. b. To construct linear combinations in 𝑅𝑅 2 and 𝑅𝑅 3 and identify the geometrical locus they define. c. To determine which vectors belong to the span of S for

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathleen Marie Fick, Methodist University; Denise H. Bauer, Methodist University

Tagged Divisions

Mathematics

differentiates the course from the traditionally taught MAT 1130Precalculus I course. The main differences include the added lab hour for the brief review of thefoundational and fundamental College Algebra concepts and the implementation of activities asboth group work and/or board work. These activities had students up, moving, conversing, andworking together to complete tasks within the classroom and lab. Figure 2 provides an exampleof the simple additional reading/writing questions attached to particular content quiz questions. Table 2: Pedagogical Differences of MAT 1130 Precalculus I and the newly created MAT 1125 Integrated Precalculus IMAT 1130: Precalculus MAT 1125: (NEW COURSE