Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Blair J. McDonald P.E., Western Illinois University; Susan C. Brooks, Western Illinois University - Quad Cities

Tagged Divisions

Mathematics

rather than simply watching the instructor. The ‘flipped’ classroom [9] is an excellentexample of where students are mentored through solving problems rather than being ‘shown’how to work problems. Repeatedly showing students a solution method leads to rotememorization of the steps and little understanding of what each step accomplishes. Havingstudents answer their own how-to questions amongst themselves leads to more experimentationand results in greater understanding. They begin looking beyond the equations and into thebehaviors.Today’s technology enables lightning fast, precise calculations. Students need to learn how toexploit the incredible computational power available to them without becoming dependent onit. Using spreadsheets to do

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

byinfinite planes, with information extracted from infinitely many pairs of boundary voltagepotentials, requires an understanding of infinity well beyond the intuitive.Take, for example, two digital signals, or mathematical sequences: {x(n)} = {…, x(-2), x(-1), x(0), x(1), …, x(n),… } {y(n)} = {…, y(-2), y(-1), y(0), y(1), …, y(n),… }Produce a third signal, or sequence, by discrete convolution: 3 z(n) = 5 x(k) y(n 2 k) for 1n 4{...,2 2,2 1, 0, 1, 2, 3,....} k = 23We feel that our students have difficulty grasping the meaning of minus infinity in this formulafor {z(n)}. An integral from minus infinity to plus infinity can be

Conference Session

Students' Abilities and Attitudes

Collection

2011 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin - Milwaukee; Leah Rineck; Marissa Jablonski, University of Wisconsin, Milwaukee; Ethan V Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

Tagged Divisions

Mathematics

AC 2011-51: EVALUATION OF THE IMPACTS OF MATH COURSE PLACE-MENT IMPROVEMENT ACHIEVED THROUGH A SUMMER BRIDGEPROGRAMJohn R. Reisel, University of Wisconsin - Milwaukee John R. Reisel is an Associate Professor of Mechanical Engineering at the University of Wisconsin- Milwaukee (UWM.) He serves as Associate Director of the Center for Alternative Fuels, and co-Director of the Energy Conversion Efficiency Lab. In addition to research into engineering education, his research efforts focus on combustion and energy utilization. Dr. Reisel was a 2005 recipient of the UWM Dis- tinguished Undergraduate Teaching Award, the 2000 UWM-College of Engineering and Applied Science Outstanding Teaching Award, and a 1998 recipient of

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ruth Rodríguez-Gallegos, Tecnologico de Monterrey (ITESM); Rafael Ernesto Bourguet-Diaz, Tecnologico de Monterrey (ITESM)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

New Practices. Proceedings of the 39 th ASEE/IEEE Frontiers in Education Conferencia.[4] Rodríguez, R. (2013). Innovation in the Teaching of Mathematics for Engineers through Modeling and Technology: a Mexican Experience. ASEE International Forum 2013.[5] Senge, Peter M. (2006, 1990). The 5th Discipline: the art and practice of the learning organization. New York: Doubleday/Currency. Page 26.302.17[6] Meadows, D. (2008). Thinking in Systems. A primer. Chelsea Green.[7] Richmond, B. (1990). Sytems Thinking. A critical set of Critical Thinking Skills for the 90´s and beyond. Systems Dynamics. http://www.systemdynamics.org

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College

Tagged Divisions

Mathematics

AC 2011-36: STRENGTHENING THE STEM PIPELINE THROUGH ANINTENSIVE REVIEW PROGRAM FOR MATH PLACEMENT TESTINGAmelito G Enriquez, Canada College Amelito Enriquez is a professor of engineering and mathematics at Canada College. He received his PhD in Mechanical Engineering from the University of California, Irvine. His research interests include technology-enhanced instruction and increasing the representation of female, minority and other under- represented groups in mathematics, science and engineering. Page 22.1328.1 c American Society for Engineering Education, 2011 Strengthening

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

Jeffrey Lloyd Hieb, University of Louisville; Campbell R. Bego, University of Louisville

Tagged Divisions

Mathematics

through controlled implementations of evidence-based practices in the classroom. Dr. Bego has an undergraduate Mechanical Engineering degree from Columbia University, a Professional Engineering license in the state of NY, and a doctorate in Cognitive Science. American c Society for Engineering Education, 2020 Turning the Tables on Partial Credit: Computer Aided Exam with Student Reflection for Partial Credit (CAESR4PC)AbstractThis full-length research paper describes a new type of exam, the Computer Assisted Exam withStudent Reflection for Partial Credit (CAESR4PC). CAESR4PC combines the automatic gradingof computer

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Norha M. Villegas, Universidad Icesi, Colombia - University of Victoria, Canada; Stephanie Celis Gallego, Universidad Icesi; Ivonne María Suárez, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Angelica Burbano, Universidad Icesi; Alvaro Pachon, Universidad Icesi; Diego Antonio Bohorquez, Universidad Icesi; Lina Marcela Quintero P.E., Universidad Icesi; Isabel Echeverri, Universidad Icesi; Lady K. Castillo; Cesár Augusto Cuartas Rodríguez, Universidad Icesi

Tagged Divisions

Mathematics

, Universidad IcesiIng. Lina Marcela Quintero P.E., Universidad IcesiMs. Isabel Echeverri, Universidad IcesiMrs. Lady K. CastilloProf. Ces´ar Augusto Cuartas Rodr´ıguez, Universidad Icesi Soy el jefe de departamento de matematicas y estad´ıstica de la Universidad Icesi. Adem´as, soy docente de los cursos Algebra y fuciones y matem´aticas para ec´onomia. Mis temas de inter´es son: Investigaci´on en matem´atica educativa, did´acta de las matem´aticas y la tecnolog´ıa al servicio de la educaci´on. c American Society for Engineering Education, 2019 Professor critical reflection and its impact on learning environments: a case study applied to a first year mathematics course in engineeringAbstractThis evidence

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mathematics

reflection, if I apply reflection, the b’ reflection of b shape will not change. Any point on the axis of reflection is reflection to itself. . . . If we apply rotation, then we can’t have a practical door any more. If we apply translation on the door we may have a problem in a given house. . . . (N. Al-K.)(2) For at least one student the journal assignments helped her discover new information Page 15.1257.11 while wrestling with the mathematical concepts. In response to the assignment question, how could geometric and arithmetic sequences be applied in Fashion Design, Graphic Design, or Interior Design, she began her entry with

Conference Session

Mathematics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

John W. Sanders, California State University, Fullerton

Tagged Divisions

Mathematics

, (4)where the ai are the components of a in the {ˆ ˆ3 } basis. From the geometric point of view, ˆ2 , e e1 , ethese components obey the transformation rule (2), not because they are defined that way, but † Strictly speaking, the number of components a tensor has is determined by the dimension of the space in whichit lives. In relativity theory, for example, there are four dimensions, and so a tensor of rank k has 4k components. 9because the vector a has a direction in space, independent of one’s coordinate system. In fact, (2)can be shown to follow directly from the geometric definition of a vector, and the interestedreader will

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jing Zhang, Virginia State University; Yongjin Lu, Virginia State University ; Zhifu Xie, Virginia State University; Dawit Haile, Virginia State University; Keith Williamson, Virginia State University

Tagged Divisions

Mathematics

university engi- neering research team should apply to select a project from a firm to enhance its research capacity and diversify its engineering programs as well. Keywords: Stock of Knowledge, Cooperative Game, Noncooperative Game, Economic Network, Optimization.Date: May, 2016. 12 J. ZHANG, Y. LU, Z. XIE, D. HAILE, K. WILLIAMSON 1. Introduction In the current global knowledge-and-technology intensive marketplace, the Re-search and Development (R&D) department plays a vital role in the developmentof a firm or an industry. During the last decade, we have seen a rapid increase inthe research of R&D collaboration in econometric

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel

Tagged Divisions

First-Year Programs, Mathematics

moreindependent variables (i.e., no calculus course innovation). The remaining 23 records did notinclude enough detail in their abstracts to determine their applicability to the study; therefore,they were retained to be appraised by their full texts.In total, 70 records were retained for full text appraisal. Through review of full texts, 21additional records were excluded for not including a calculus course innovation. Consequently,the remaining 49 records were qualitatively synthesized to provide insights into common toolsand methods for improving calculus instruction.Synthesis of Retained RecordsFull texts of remining records were synthesized to provide data to inform the design and deliveryof calculus course innovations. Based on notes recorded during

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Ted Campbell, Utah State University; Jim Dorward, Utah State University; Sherry Marx, Utah State University

Tagged Divisions

Mathematics

online intervention inCalculus I: the MI, the PI, and the project external evaluator. The MI is a teaching facultymember in the mathematics department, located in the college of science. He has instructedmathematics (through calculus) at the post secondary level for eighteen years. He has taught viasynchronous broadcast delivery within the university’s distance education program since 2003.The PI is a professionally licensed mechanical engineer who is now a teaching faculty memberin the engineering college. She has instructed first and second year undergraduate engineeringcourses via distance delivery methods within the distance education program since 2009. Theevaluator is a professor in the School of Teacher Education and Leadership, located

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Paper ID #34376Role With It: Examining the Impact of Instructor Role Models inIntroductory Mathematics Courses on Student ExperiencesTyler James Sullivan, Clemson University I am a PhD student in the Engineering and Science Education Department at Clemson University with a background in Mathematical Sciences.Dr. Matthew K. Voigt, Clemson University Matthew (he,him,his) is an Assistant Professor of Engineering and Science Education at Clemson Uni- versity. His research interests center around issues of equity, access, and power structures occurring in undergraduate STEM programs with a focus on introductory mathematics

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Murray Teitell, DeVry University, Long Beach; William Sullivan, DeVry University

Tagged Divisions

Mathematics

lecture with little to nointeraction with the professor, curriculum or fellow students. In active learning, the student istasked with a higher level of ownership in regard to academic success. The professor activelyfacilitates learning through discussion, feedback and other interactive models and thus servesmore as a teaching mentor and guide rather than a traditional lecturer. An example of activelearning is a student providing a differential equation for a hydraulic system and then challengedto learn everything they need to know to solve it. Taking the lead from accreditation bodies,progress in a course is measured in terms of desired outcomes—skills and knowledge the studentshould possess upon completion. Achievement of the outcomes is then

Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luke A. Duncan, Clemson University; Karen A. High, Clemson University; D. Matthew Boyer, Clemson University; Liz McKinley, Clemson University

Tagged Divisions

Mathematics

, faculty, staff, and administration at educational institutions? ​Our goal for this pilotstudy, implemented as evidence for a large funding proposal, was to use​ the context of theCOVID-19 pandemic to better understand how students and faculty cope with disruption toachieve their learning and academic goals. The project delivered a snapshot of what happened ina Calculus I course at a Research 1 institution through survey and interviews. We are eager toextend the application of this data beyond the proposal in which it was used, and connect withsimilar research and practice around resilience, preparedness, and response to disruption informal education.backgroundPrior studies investigated educational disruption in times of crises. In the case of 9

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Christy Brown; D. Andrew Brown, Clemson University; Kristin Kelly Frady, Clemson University; Patrick Bass, The Citadel; Michael A. Matthews P.E., University of South Carolina; Thomas T Peters, South Carolina's Coalition for Mathematics & Science; Robert J. Rabb P.E., The Citadel; Ikhalfani Solan; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

sciencecredits [7, 8]. Consequently, students in this group are more likely to be unprepared for collegecalculus [9, 10], are disproportionately represented in the cohorts that enter college not yetcalculus-ready, and often do not persist in engineering beyond the precalculus stage[11, 12, 13, 14]. Taken together, over 60% of underrepresented minorities in the United Stateswho start in engineering programs do not finish [15]. The exploratory statistical results presentedin this paper are part of a larger sequential mixed-methods study intended to broaden participationin engineering by improving the mathematical pathways into and through engineering.As of this writing, seventeen states and the District of Columbia now require four Carnegie unitsof math

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allen J. Antoine Jr, Rice University Office of STEM Engagement; Carrie A. Obenland, Rice University; Roger Ramirez, Rice University; Christopher Barr, Office of Research, Rice University; Matthew Cushing, Rice University; Carolyn Aitken Nichol, Rice University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

scoring procedures, and developing and validating assessments in-line with the recommendations of the Standards for Educational and Psychological Testing.Mr. Matthew Cushing, Rice University As Executive Director of the Rice Office of STEM Engagement (R-STEM), Matthew oversees all pro- grams and operations for the department. R-STEM offers K-12 teacher professional development, K-12 student programs, and research opportunities for undergraduates in Houston, Texas. He has a M.S. in Instructional Technology with a Specialization in Human Resources Management from University of Houston Clear Lake and a B.S. in Interdisciplinary Studies from the University of Houston.Dr. Carolyn Aitken Nichol, Rice University Dr. Carolyn

Conference Session

Bridging and Freshman Programs

Collection

2008 Annual Conference & Exposition

Authors

Wendy James, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

Mathematics

mathematics (STEM) education in K-12 and college-level mathematics courses.In using the conference proceedings papers, the author hoped first to find initial themesconcerning algebra, trigonometry, and calculus as a goal of this paper and secondly to use thecited references as a spring board for finding and further broadening the literature review intopublished journal articles. For this preliminary report, conference papers from the 2006 American Society forEngineering Education (ASEE) conference proceedings archives were analyzed.9-31 While thesearch engine was used to locate papers with mathematics in the title, it was not usedexclusively. Since some related papers may be tucked into non-mathematical, content-specificsessions without

Conference Session

Mathematics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Guenter Bischof, Joanneum University of Applied Sciences; Benjamin Edelbauer, Joanneum University of Applied Sciences

Tagged Topics

Diversity

Tagged Divisions

Mathematics

” (or, in the context of differentialforms, “1-forms”2) for stacks, “contravariant vector densities” for sheaves, and “covariantvector capacities” for thumbtacks.It cannot be the objective of introductory courses to teach that full menagerie. Nevertheless,the concept of co- and contravariance and dual bases strikes the authors as essential enough tobe embedded into the course content of undergraduate engineering mathematics. Dual basesemerge in a variety of contexts, reaching from solid state physics over continuum mechanicsto multiresolutional analysis.In solid state physics, for instance, one takes advantage of the fact that the atoms are arrangedin crystalline lattices. When considering waves propagating through such a lattice (x

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs, Mathematics

required of all engineeringmajors, and most students take it in their first semester on campus. It has evolved over the yearsbased on changes in desired outcomes for the course as well as enrollment pressures. Prior toFall 2010, the course introduced students briefly to each of the four BS Engineering majorsoffered on campus. However, there were no lasting outcomes expected beyond a desire forstudents to be better able to choose a major, and enrollment pressures made continuing thestructure infeasible going forward. In Fall 2010, a completely new version of the course wasintroduced, in which students applied a variety math concepts to engineering problems indifferent disciplines. This model turned out not to be a good fit for our campus because of

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Samantha Eddi Scarpinella , Quinnipiac University; Michael Giannone, Quinnipiac University

Tagged Divisions

Mathematics

covers most of the correct responses of the participants. There are 99correct responses within the collected data, 94 of those are covered within the triangle. Thetriangle in Figure 2 contains 94.9% of the correct responses. Figure 2 does not capture all thecorrect responses, but it is a strong indicator that the student’s success is in a particular order.The Triangulation of correct response grouping in Figure 2 is maximized to cluster the success ofthe participants per question. This Triangulation is also an indicator of the question’s difficultylevel in measuring students’ knowledge. Participants correctly responding to Q3-a1 through Q3-d2 are placed in the first group of Triangulation classification indicating the highest successplacement

Conference Session

Mathematics Division Technical Session 1: Best Practices in Engineering Math Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Guenter Bischof, Joanneum University of Applied Sciences; Maximilian Brauchart, Joanneum University of Applied Sciences; Patrick Jenni, Joanneum University of Applied Sciences; Jeremias Pirker, Joanneum University of Applied Sciences; Julian Sachslehner, Joanneum University of Applied Sciences; Christian J. Steinmann, Joanneum University of Applied Sciences; Tobias Markus Zörweg, Joanneum University of Applied Sciences

Tagged Divisions

Mathematics

curriculum, which familiarizes students in a competitive way with thedemands of contemporary industry. The students are confronted, complementary to theirregular courses, with problems that are of a multidisciplinary nature and demand anappropriate level of technical proficiency. The project assignments are formulated in such away that students are encouraged to work on them through independent research, which givesthe students the chance to look beyond the standard curriculum of engineering education.The first phase of this multi-subject PBL encompasses the second semester in the curriculumand is based on the Information Systems and Programming course. In this one-year course theprogramming language C# is introduced, which allows the development of

Conference Session

Mathematics Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jamiiru Luttamaguzi, Elizabeth City State University; Ka'Ren Ladoris Byrd; Akbar M. Eslami, Elizabeth City State University; Ehsan O Sheybani, Virginia State University; Giti Javidi, Virginia State University

Tagged Divisions

Mathematics

project is to enable students to realize the applications of mathematic andnumerical techniques in antenna theory. Students that have a background in mathematical topicssuch as log scale, frequency, wavelength, spherical coordinates, integrals of several variables,and numerical integration can be introduced to antenna theory and measurements.Antennas are devices used to efficiently transmit and/or receive electromagnetic waves. Theyserve as interface between wireless channels and circuits. Most antennas reversibly link radiationfields to currents flowing in wires at frequencies ranging from sub-audio through the far-infraredregion1. Each antenna is designed for a certain frequency band. Beyond the operating band, theantenna rejects the signal

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael P. Hennessey, University of St. Thomas

Tagged Divisions

Mathematics

2 𝜕𝑡 2 𝜕𝑢 𝜕2 𝑢 𝜕𝑢 𝜕2 𝑢 𝜕2 𝑢Heat Conduction (1D, 2D): = 𝑐 2 𝜕𝑥 2 , = 𝑐 2 (𝜕𝑥 2 + 𝜕𝑦 2 ) 𝜕𝑡 𝜕𝑡 𝜕2 𝑢 𝜕 𝑢4Vibrating Beam: 𝜕𝑡 2 = 𝑐 2 𝜕𝑥 4And, of course appropriate boundary and/or initial conditions must be provided. Beyond askingstudents to plow through various solution steps, including all of the symbolic manipulations,dealing with boundary conditions, and well-posedness, which is important for establishing agood foundation, it’s a good excuse to do some more numerical work in MATLAB, as shown inFig. 3. For problems

Conference Session

Mathematics Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helen M Doerr, Syracuse University; Jonas Bergman Arleback, Syracuse University; AnnMarie H O'Neil, C.S. Driver Middle School

Tagged Divisions

Mathematics

American Society for Engineering Education Annual Conference and Exposition, Conference Proceedings.[17] Kean, A., Miller, R., Self, B., Moore, T., Olds, B., & Hamilton, E. (2008). Identifying robust student misconceptions in thermal science using model-eliciting activities. In American Society for Engineering Education Annual Conference and Exposition, Conference Proceedings.[18] Lesh, R. A., Cramer, K., Doerr, H. M., Post, T., & Zawojewski, J. S. (2003). Model development sequences. In R. A. Lesh & H. M. Doerr (Eds.) Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 35–57). Mahwah, NJ: Lawrence Erlbaum Associates

Conference Session

Applied Mathematics

Collection

2007 Annual Conference & Exposition

Authors

S.K. Sen, Florida Institute of Technology; Gholam Ali Shaykhian, NASA

Tagged Divisions

Mathematics

AC 2007-458: SCOPE OF VARIOUS RANDOM NUMBER GENERATORS IN ANTSYSTEM APPROACH FOR TSPS.K. Sen, Florida Institute of Technology Syamal K Sen (sksen@fit.edu) is currently a professor in the Dept. of Mathematical Sciences, Florida Institute of Technology (FIT), Melbourne, Florida. He did his Ph.D. (Engg.) in Computational Science from the prestigious Indian Institute of Science (IISc), Bangalore, India in 1973 and then continued as a faculty of this institute for 33 years. He was a professor of Supercomputer Computer Education and Research Centre of IISc during 1996-2004 before joining FIT in January 2004. He held a Fulbright Fellowship for senior teachers in 1991 and worked in FIT

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Jerry Dwyer, George Washington University; Sonya E. Sherrod, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Education, 16(2), 58-61.20. Scane, M. A. (2010). Muggins Math: Tools for Student Success, Indiana Math Teacher, February 2010.21. Klahr, D., Triona, L. M., Williams, C. (2007). Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children. Journal of Research in Science Teaching, 44(1), 183-203.22. Carlson, L. E. and Sullivan, J. F. (1999). Hands-on engineering: Learning by doing in the integrated teaching and learning program. International Journal of Engineering Education, 15(1), 20-31.23. Chen, K. C., Schlemer, L. T., Smith, H. S., Fredeen, T. (20110. Evolving a summer engineering camp through assessment. In: 118th ASEE Annual Conference and

Conference Session

Engineering and Math Potpouri

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Fong, National Institute of Standards and Technology; James Filliben, National Institute of Standards and Technology; Alan Heckert, National Institute of Standards and Technology; Roland deWit, National Institute of Standards and Technology

Tagged Divisions

Mathematics

physical (modeling), mathematical (discretization),and computational (implementation) errors through the use of a rigorous statistical methodknown as the design of experiments (DOE). An introduction of the methodology is presented inthe form of five specific topics: (a) the fundamentals of DOE, (b) the assumptions of modelbuilding, (c) setting objectives for an experiment, (d) selecting process input variables (factors)and output responses, and (e) weighing the objectives of the virtual experiment versus thenumber of factors identified in order to arrive at a choice of an experimental design. The methodis then specialized for FEM applications by choosing a specific objective and a subclass ofexperimental designs known as the fractional factorial

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Divisions

Mathematics

matter coursework,nor is it appropriate: the student population for secondary mathematics and for universityteaching are quite different, as are the contextual issues associated with higher education.However, it is worth examining effective practice in the preparation of secondary teachers to seewhat components might be translated appropriately to graduate student preparation.The use of case study in professional preparation has a long history, not only in law, business,medicine, and engineering, but more recently in K – 12 teacher preparation 7,11,16,28,30 . It has alsobeen suggested as an effective method for preparation of graduate students 2 . It is the use of casestudy in the professional preparation of mathematics GTAs that we examine in

Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2007 Annual Conference & Exposition

Authors

Günter Bischof, Joanneum University of Applied Sciences, Department of Automotive Engineering,; Emilia Bratschitsch, Joanneum University of Applied Sciences, Department of Automotive; Annette Casey, Joanneum University of Applied Sciences, Department of Automotive Engineering,; Domagoj Rubesa, Joanneum University of Applied Sciences, Department of Automotive Engineering,

Tagged Divisions

Mathematics

is essential for their studies and their future profession. Project based learningturned out to be a particularly suitable method to demonstrate the need of mathematicalmethods, since there seems to be no better way of acquiring comprehension than if it arisesfrom personal experience. The students are confronted early on in their courses withchallenging problems arising in industry. These problems are usually of a multidisciplinarynature and have in common that the mathematical competencies needed for their solution areslightly beyond the students’ skills. Having realized the gap in their knowledge ofmathematical methods, students are eager to bridge it, thus drawing their attention towardstheir mathematics education. It is important to