Conference Session

Mathematics in Transition

Collection

2007 Annual Conference & Exposition

Authors

Sandra Linder, Math Out of the Box; Donna Gunderson, Math Out of the Box/Clemson University

Tagged Divisions

Mathematics

. Observations of participants while implementing the new mathematics curriculum. 3. Focus group interview of fourth grade teachers during a collaborative planning session. 4. Written reactions to the program by participants after completing the new mathematics curriculum.The use of multiple forms of data aided in maintaining credibility and validity during the courseof this research. Each form of data may have strengths and weaknesses. By utilizing so manyforms, these weaknesses can be accounted for within the study15,17. Due to the nature of the elementary school schedule, not all teachers could be observedbefore teaching Math Out of the Box. There were, however, enough pre-observations collectedto identify themes among

Conference Session

Innovative Instruction Strategies in Calculus

Collection

2007 Annual Conference & Exposition

Authors

Martha Allen, Georgia College & State University; Amy Kelley, Georgia College & State University

Tagged Divisions

Mathematics

teamwork. Finally, we willoutline our plans for further investigation of questions raised as a result of teaching withinnovative activities designed to encourage teamwork and communication skills while allowingstudents to take a more active role in the learning of calculus.IntroductionTeamwork and communication skills are recognized as important outcomes in undergraduateengineering curricula. Accordingly, Criterion 3 of the ABET guidelines states that a student musthave an “ability to apply knowledge of mathematics,” an “ability to function on multi-disciplinaryteams,” and an “ability to communicate effectively.”1 In addition, the Committee on theUndergraduate Program in Mathematics (CUPM) of the Mathematical Association of America2004 Curriculum

Conference Session

Mathematics in Transition

Collection

2007 Annual Conference & Exposition

Authors

Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Mathematics

and by geographic location.• Like for MOEMS, student performance expectation should be clearly defined for differentgrade levels based on previous years’ statistics.Lessons learnedThe author has learned several lessons from the past seven years of involvement in the mathclub. These may be useful for those who are interested in starting such an enrichment programin their local schools.Develop a schedule or lesson plan for the entire school year. A lesson plan helps parentvolunteers to serve as mathclub aides during the sessions. These volunteers roam around andhelp students who need some additional help. The schedule also helps all session leaders towork in a seamless manner as students move from one group to another.Try to maintain a

Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2007 Annual Conference & Exposition

Authors

Jenna Carpenter, Louisiana Tech University

Tagged Divisions

Mathematics

our curriculum has focused solely on courses for math and science majors, the ideaspresented here easily expand to these same introductory science laboratory courses forengineering majors. Indeed, at most institutions, the math, science and engineering majors takethe same introductory math and science courses. We have plans to expand these revisions to atleast some of the introductory science labs that the engineering majors take at our own institution.Our hope is that other institutions might consider doing the same.Integrating Calculus Concepts into Science LabsA team of mathematics, biology, chemistry, physics and engineering faculty met over a period ofthree years to explore their current introductory laboratory courses and their vision

Conference Session

Project and Model-Based Mathematics

Collection

2007 Annual Conference & Exposition

Authors

Dennis Berkey, Worcester Polytechnic Institute; Bogdan Vernescu, Worcester Polytechnic Institute

Tagged Divisions

Mathematics

motivation can be used to attract more studentsto mathematics.From its very beginnings in 1865, Worcester Polytechnic Institute has promoted, at thefoundation of its educational philosophy, the balance between theory and practice. The vision ofWPI’s Founders to emphasize the mutual reinforcement between theory and applications,reflected in the university’s motto “Lehr und Kunst”, is ubiquitous on campus from theundergraduate and graduate curriculum to the university seal and the architectural details of itsbuildings.WPI’s undergraduate curriculum affords a seamless transition from courses to real-worldprojects. In 1971 the WPI Plan pioneered a radical departure from the conventional approachesto engineering education by introducing major projects as

Conference Session

Mathematics in Transition

Collection

2007 Annual Conference & Exposition

Authors

Anne McClain, University of Alabama-Birmingham; Dale Feldman, University of Alabama-Birmingham; Lee Meadows, University of Alabama Birmingham

Tagged Divisions

Mathematics

of this task has been a stepin the right direction toward engaging students in mathematics used to help solve criticalproblems in applications of interest. Additional tasks are currently under development.For additional information on the Greater Birmingham Mathematics Partnership, please visit:http://www.math.uab.edu/GBMP/.For additional information on the Mathematics Education Collaborative (MEC), please visit:http://mec-math.org/.References[1] Greater Birmingham Mathematics Partnership, Five-Year Strategic Plan. July 2006.[2] Blue, C. E., Blevins, L. G., Carriere, P., Gabriele, G., Kemnitzer, S. (Group Leader), Rao, V., and Ulsoy, G., “The Engineering Workforce: Current State, Issues, and Recommendations”. Final Report to the

Conference Session

Project and Model-Based Mathematics

Collection

2007 Annual Conference & Exposition

Authors

John Schmeelk, Virginia Commonwealth University; Jean Hodges, Virginia Commonwealth University Qatar

Tagged Divisions

Mathematics

when talking to people B. Change the topic to something else you thought of related to it23. You like to: A. Make plans and stick to them B. Decide things at the last minute, go with the flow, or do what you feel like at the moment24. You like to do A. Art projects in which you follow directions or step-by-step instructions B. Art projects that give you freedom to create what you want25. You like: A. to play music or sing based on written music or what you learned from others B. to create your own music, tunes, or songs26. You like to play or to watch: A. Sports that have step-by-step instructions or rules B. Sports that allow you to move freely without rules27. You