Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College

Tagged Divisions

Mathematics

Field Trip Why an Ed Plan Ed Plan2-2:20 pm Counseling OR Counseling OR Education Plan? Learning Styles Math Anxiety Time2:20-2:30 Signups for Workshop Managementpm Work Sessions2:30-3:30 Individual Ed Individual Ed Individual Edpm Plan Counseling Plan Counseling Plan Counseling[Optional] Skills Counseling Skills Counseling Skills Counseling Week 2 June 15 June 16 June 17 June 18

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul Chanley, North Essex Community College; Michael E. Pelletier, Northern Essex Community College; Linda A. Desjardins, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

Mathematics

. Many students come to the College directly afterhigh school, while others bring a variety of living and work experiences to their studies. The Page 22.1377.2average age ranges from 25 years old in the day classes to approximately 31 years old in theevening courses. Some students take conventional college programs, planning to transfer to afour-year institution after graduation, while other students sign up for associate degree orcertificate programs leading directly to employment in specialized career fields. Also,significant numbers of students at NECC enroll in developmental and second language coursesto upgrade their skill sets before pursuing

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul J. Kauffmann, East Carolina University; Sviatoslav Archava, East Carolina University; Ricky T. Castles, East Carolina University; Heather L. Ries, East Carolina University; Stephanie T. Sullivan, East Carolina University; Karen A. De Urquidi, East Carolina University

Tagged Divisions

Mathematics

trigonometry. It is clear from the self report data that students on average are leastconfident about their preparedness to use trigonometric functions. We plan to further studystudent preparedness based upon a more objective metrics (such as an initial exam) and comparethis to the self reported data.Effectiveness of Learning ResourcesExponential functions and logarithms and particularly trigonometry are topics that are central topre calculus courses. Lack of adequate preparation in these topics could go a long way towardsexplaining why students are failing to place into calculus in the first place and then could alsoaccount for why these students are not successful in pre calculus during their freshman year. Totry and understand why some students are

Conference Session

Students' Abilities and Attitudes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J Shryock, Texas A&M University; arun r srinivasa, Department of Mechanical Engineering, Texas A&M University; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

Mathematics

content. Further, there will be evidenceto examine the extent to which students are prepared in mathematics to begin a core engineeringscience course. Finally, the paper will also present changes that some faculty members made inthe course plans to apply what they learned about the extent of their students’ mathematicspreparation near the beginning of the course.IntroductionMathematics and science are vital parts of an engineering curriculum as evident by therequirements of ABET1. ABET Engineering Criteria require that at least twenty-five percent ofthe credits for an engineering program be taken in mathematics and science courses. At least onestudy2 has shown that success in the first mathematics course is useful in predicting persistencein an

Conference Session

Engineering Mathematical Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jean Hodges, Virginia Commonwealth University, Qatar

Tagged Divisions

Mathematics

. Threesections of the course contained a total of 36 students. The University is co-educational, so mostclasses are a combination of a few males and predominantly females ranging from freshmen toseniors. Most of the students are non-native English speakers from diverse countries, and all ofthem are, or plan to become, design majors. Course Activities. Over the past several years, the teaching strategies and assignmentrequirements for MATH 131 have evolved to accommodate students‟ generally non-Americancultures, their English-as-second-language (ESL) needs, and their individual learning andinformation-processing preferences. After administering and evaluating learning style preferenceand brain hemispheric preference tests, the professor uses

Conference Session

Students' Abilities and Attitudes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kendrick T. Aung, Lamar University

Tagged Divisions

Mathematics

GUI Interface of Vibrating String Demonstration from Wolfram Research These kinds of programs provide many benefits: improve the learning process of Page 22.1371.9students, facilitate the students in completing homework assignments and projects, enableinstructors to provide better learning environments, improve course delivery throughmore emphasis on modeling and interpretation of engineering problems, demonstrate keyprinciples and solutions interactively and visually, and many others. The author has alsostarted implementing these interactive tools and programs in the course delivery. Thefuture plan for the course include increasing usage of

Conference Session

Computers and Software in Teaching Mathmatics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lin Li, Prairie View A&M University; Yonggao Yang, Prairie View A&M University

Tagged Divisions

Mathematics

subjective feedbackon each targeted course to see the improvement in student learning and class engagement.ConclusionsTo summarize this ongoing project, we are developing new math learning modules and labsusing 3D gaming and virtual reality technologies to engage students and enhance their learningeffectiveness. With these learning modules, abstract and difficult mathematics concepts can besmoothly connected with engineering problems. It makes the math learning attractive and easy tounderstand. A phased implementation plan is followed to ensure the attainment of the projectgoals. Upon the completion of the project, we expect to have the following outcomes: (1) thevirtual reality learning environment and modules are applied to a number of mathematics

Conference Session

Computers and Software in Teaching Mathmatics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheri Shakiban, University of St. Thomas; Michael P. Hennessey, University of St. Thomas

Tagged Divisions

Mathematics

Moon.Fish frieze pattern at the Chan Chan Large walls at the Chan Chan complex Plan view of the Chan Chan complex, atcomplex (Tshudi Palace).21 (Temple del Arco Iris). least an 8th-order fractal of “nested Page 22.1046.13 rectangles.”4. Additional Noteworthy Student WorkAfter grading all of the student work, including their site journals, final papers, and collections ofsymmetry (excluding that from the internet), there are several noteworthy pieces of work worthsharing. In most cases, the work is tied directly to both visiting

Conference Session

Computers and Software in Teaching Mathmatics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto

Tagged Divisions

Mathematics

to better contextualize and integrate the core mathematicalconcepts. Lastly, the assessment plan will be modified so that the quizzes are more fair, throughadditional supervision, and transparent so that they can aid in their learning as opposed to strictlyacting as a summative assessment.Bibliography1. Kukreti, A., Klingbeil, N. , Mercer, R., Rattan, K., Raymer, M. , Reynolds, D., and Randolph, B., “A National Model for Engineering Mathematics Education,” Proceedings 2007 ASEE Annual Conference & Exposition, Honolulu, HI, June 2007.2. Schneider, L., “Integrating Engineering Applications into First-Year Calculus in Active, Collaborative, Problem-Solving Sections”, Presented at ASEE Engineering Teaching and Learning