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Advanced Mathematics for Engineering & Science – A Fourth Year High School Mathematics Course (Curriculum Exchange)

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

24.139.1 - 24.139.2



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Paper Authors


Joshua M Coriell Cyber Innovation Center

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Joshua Coriell is a Curriculum Development Specialist at the Cyber Innovation Center’s National Integrated Cyber Education Research Center. He graduated from Louisiana Tech University in 2011 with a B.S. in Mathematics. A year later he completed his Master of Arts in Teaching at Louisiana Tech University. He is currently working on a high school mathematics curriculum geared toward students interested in STEM fields.

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Krystal S. Corbett Cyber Innovation Center

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Dr. Krystal Corbett is the Director of Curricula at the Cyber Innovation Center (CIC). She received her B.S. and M.S. in Mechanical Engineering (2008/2010), M.S. in Mathematics (2012), and Ph.D. in Engineering Education (2012) at Louisiana Tech University. Through the CIC, Dr. Corbett manages various educational enterprises. Additionally, she is designing and implementing a three-part middle school elective course, STEM: Explore, Discover, Apply, which fosters excitement in STEM.

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Advanced Mathematics for Engineering & Science – A Fourth Year High School Mathematics Course (Curriculum Exchange)Advanced Math for Engineering and Science (AMES) is an upper level math course covering awide range of topics that prepare students for further study in science, technology, engineering,and mathematics (STEM) fields. The overarching theme of the course is to provide a context forthe content while always driving toward the fundamental mathematics concepts used on a dailybasis by engineers and scientists. Each unit in AMES begins with an activity that drives to thefundamentals that are highlighted in the unit's lessons. Throughout the lessons, the studentsengage in tasks that require researching mathematics history, comparing and contrasting parallelideas, and communicating mathematics through formal written responses while learning,practicing, and applying the mathematics concepts covered. Concluding each unit is a cumulativeproject that requires the students to apply what they have learned throughout the unit.The resources that will be demonstrated during the curriculum exchange include introductoryand concluding projects for the various units within the curriculum, lessons within selected units,and other activities that occur throughout the curriculum. For example, one introductory projectthat will be showcased demonstrates how, given the definition of a radian, students can create adevice that measures approximately one radian. Other projects and activities being presentedinclude, but are not limited to, using matrices to encrypt/decrypt a message, material thatfacilitates classroom discussions on specificity in mathematics, having students create their ownsystems of measurement, and researching the origins and varying ideas associated with specificmathematics principles.

Coriell, J. M., & Corbett, K. S. (2014, June), Advanced Mathematics for Engineering & Science – A Fourth Year High School Mathematics Course (Curriculum Exchange) Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20030

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