Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sarah Maor, Technion-Israel Institute of Technology; Igor Verner, Technion-Israel Institute of Technology

Tagged Divisions

Mathematics

, algorithmic analysis, and reflection were selected. Through integrating them with the ideas given by the architects we developed the concepts of learning activities in the course.Data on learning outcomes and students’ reflections were collected by:• Design project portfolios The design assessment criteria were based on the existing practice of studio evaluation and referred to the three following aspects: concept, planning/detailing, and representation/expression. The mathematics assessment criteria were: perception of mathematical problems, solving applied problems, precision in drawing geometrical objects, accuracy of calculations and parametric solutions. Frequencies and correlations of grades in design vs. mathematics evaluation grades

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

material. As a result of this collaboration, the mathematician hasmodified his Engineering Differential Equations course to reflect more of the engineering pointof view. This paper describes these course modifications as well as the collaborative program andthe teaching modules being developed to implement it.Differential Equations Course ModificationsThe changes in the Engineering Differential Equations course discussed in this paper grew out ofa larger program designed to improve student motivation to learn basic STEM material and toimprove their retention of this material from one semester to the next. The main idea of thisprogram is to develop projects spanning several courses and several semesters. Two suchprojects have been developed to date

Conference Session

Improving the Mathematical Preparation of Students

Collection

2006 Annual Conference & Exposition

Authors

Shuki Aroshas, Technion-Israel Institute of Technology; Igor Verner, Technion-Israel Institute of Technology; Avi Berman, Technion - Israel Institute of Technology

Tagged Divisions

Mathematics

the experimental group vs. 25-35% in the control group.Typical student reflections to a question on the contribution of studying applications forunderstanding calculus concepts were as follows: "Through applications I grasped the complex calculus concepts". "The impact of a one-hour application session is the same as of a regular (two- hour) tutorial". "Sorry that applied problems were not given in the first Calculus course".The follow-up study using statistical and qualitative methods indicated that the groups whichstudied calculus with applications had significant advantage in the half-course and final examgrades. The students mentioned the high contribution of applications to understandingcalculus concepts and their

Conference Session

Improving the Mathematical Preparation of Students

Collection

2006 Annual Conference & Exposition

Authors

Jenna Carpenter, Louisiana Tech University; Ruth Ellen Hanna, Louisiana Tech University

Tagged Divisions

Mathematics

accurate predictor of student success in Calculus I than the Math ACT or if it,together with the Math ACT, might be more reliable than the Math ACT data alone. In thispreliminary report, we focus on whether or not the Math ACT accurately reflects studentpreparedness for calculus.A Comparison of Math ACT Scores, ALEKS Initial Assessments and Course GradesOne measure of student preparedness and prerequisite knowledge in Math 240, our Calculus I, isthe student’s score on the initial ALEKS assessment. Students are asked to take their initialALEKS assessment during the first week of classes. Moreover, they are taking the assessment“cold”, that is, without reviewing or studying for the assessment. In the Fall Quarter, the

Conference Session

Mathematics in Transition

Collection

2006 Annual Conference & Exposition

Authors

Dale Buechler, University of Wisconsin-Milwaukee; Christopher Papadopoulos

Tagged Divisions

Mathematics

necessarily reflect the views of the National Science Foundation.References1 D.N. Buechler, C.M. Papadopoulos, T.R. Johnson, E.S. Key, “Development of a targeted engineering applicationcourse to improve retention,” Proceedings of the 2005 ASEE Annual Conference, Portland, OR, June, 2005.2 University of Texas at Austin and GE Foundation, “Water Rockets: First Derivatives, Building and UsingClinometers,” 2004. Located at:www.engr.utexas.edu/aim/curriculum/files/AIM_Calc_2004/Rockets_T_BuildingClinometer.doc3 Wisconsin Dept. of Transportation Page 11.765.11

Conference Session

Use of Technology in Teaching Mathematics

Collection

2006 Annual Conference & Exposition

Authors

Peter Avitabile, University of Massachusetts-Lowell; Jeffrey Hodgkins, University of Massachusetts-Lowell; Tracy Van Zandt, University of Massachusetts-Lowell

Tagged Divisions

Mathematics

STEM Material Critical for Solving Dynamic Systems Problems”. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation The authors are gratefulfor the support obtained from NSF to further engineering education. Page 11.771.11VII Bibliography1 Higley,K.A., Marianno,C.M., “Making Engineering Education Fun”, Journal of Engineering Education, Vol 90, No. 1, pp105-107, January 20012 Davis,B.G., “Tools for Teaching”, Jossey-Bass Publishers, San Francisco, 1993, p100.3 Piaget,J., “To Understand is to Invent

Conference Session

Use of Technology in Teaching Mathematics

Collection

2006 Annual Conference & Exposition

Authors

Melinda Z. Kalainoff, U.S. Military Academy; Dawn E. Riegner, U.S. Military Academy; Matthew Deloia, U.S. Military Academy; Russ Lachance, U.S. Military Academy; Andrew Biaglow, U.S. Military Academy

Tagged Divisions

Mathematics

after only one examination. The statistical differences areinsignificant in most cases. We are encouraged by the fact that none of the sectionsappears to be lower than their peers. Future results that show additional graded events asa function of time will be very informative. We also place a considerable amount ofimportance on student attitudes as reflected in Table 1. The follow-up survey, to beadministered at the end of the semester, will tell us a great deal about whether we are ableto improve student attitudes toward use of technology.Question ResponsePlease rank the following in terms of your preference for solvingproblems. Pencil and paper

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

, http://www.hkbu.edu.hk/~ppp/cpr/toc.html.6. Galileo Galilei , "Dialogues Concerning Two New Sciences" (1638) ,translated by Henry Crew & Alfonso de Salvio, William Andrew Publ., Norwich, New York, U.S.A., http://www.williamandrew.com/pdf/TwoSciences.pdf7. von Glasersfeld Ernst, "A constructivist approach to experiential foundations of mathematical concepts", (In S.Hills, ed.), History and philosophy of science in science education. Queen's University, Kingston, Ontario, 1992, 551-571.8. Dubinsky Ed. "Reflective abstraction in advanced mathematical thinking," In (D. Tall, ed.), Advanced Page 11.1263.15