Conference Session

Mathematics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; Carlos A. Smith PhD, University of South Florida; Silvia M. Calderon, Universidad de Los Andes, Venezuela

Tagged Divisions

Mathematics

containing a fluid with mass Mf and heatcapacity Cf, initially at a temperature Tf(0). A value for the convective heat transfercoefficient h between the pellet and fluid is given. Students are asked to determine thetemperatures T of the pellet and Tf of the fluid as functions of time, ignoring any thermalinteractions between the cooling bath and surroundings. A diagram of the problem isshown in Figure 1a.Figure 1. Quenching of a pellet in a small bath (a) and in a large bath (b).Previously, students have been exposed to the fundamentals of heat transfer to a lumpedparameter system through the basic notion of conservation of energy (rate ofaccumulation of energy in the system = rate of energy entering – rate of energy leaving).In addition, they have

Conference Session

Approaches to Mathematics Curriculum to Include Projects and Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles C.Y. Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, CSUB STEM Affinity Group

Tagged Divisions

Mathematics

. Page 24.35.6 Distribution of Grades A B C D F Withdraw/Incomplete Traditional Calculus 1, Non-Engineering Students 39 58 108 42 99 26 Traditional Calculus 1, Engineering Students 9 29 54 23 223 Engineering Calculus 1 8 14 11 7 8 1 Traditional Calculus 2, Non-Engineering Students 36 53 95 46 82 24 Traditional Calculus 2, Engineering Students 16 29 36 25 59 7

Conference Session

Mathematics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology

Tagged Divisions

Mathematics

question has three requirements. The question must be1) clearly written, 2) error-free, and 3) answerable within 3 minutes of testing time for averagestudents. Faculty are asked to focus on one or two key concepts only to design the question.Otherwise the question is not posed as an MC question.Category A questions are those in which questions are well-posed, and 60% or more of the classcan answer them correctly. On figure 2, Q1 and Q4 fit this category. Category B questions arethose where the questions are well-posed but less than 60% of the class can answer themcorrectly. Here Q2 fits that category. The response in Q3 on the other hand shows a completelydifferent trend. Such responses may happen due to one of three reasons: 1) the question

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

paths, but it is just as valuable for students who enter “traditional” graduate programs andgo into academic careers in that it broadens their perspectives on the uses of mathematics (A. C.Heinricher and S. L. Weekes12, B. Vernescu and A.C. Heinricher19)Here are some sample REU projects from past research summers (more are available on theCIMS web at www.wpi.edu/+CIMS ): Optimal Cession Strategies – Sponsor: Premier Insurance Co.; Faculty advisor: Arthur Heinricher; Industrial advisors: Richard Welch, CEO, and Martin Couture. In the state of Massachusetts, the automobile insurance industry is highly regulated. Not only are insurance rates fixed by the state, but no company can refuse insurance to anyone who

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

Tagged Divisions

Mathematics

assessments," Teacher Education and Special Education, vol. 29, pp. 261-274, 2006.[4] Q. Hang and K. Rabren, "An Examination of Co-Teaching: Perspectives and Efficacy Indicators," Remedial and Special Education, vol. 30, no. 5, pp. 259-268, 2009.[5] T. Moorehead and K. Grillo, "Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science and Mathematics," Teaching Exceptional Children, vol. 45, no. 4, pp. 50-57, 2013.[6] J. D. Orlander, M. Gupta, B. G. Fincke, M. E. Manning and W. Hershman, "Co‐ teaching: a faculty development strategy," Medical Education, vol. 34, no. 4, pp. 257- 265, 2000.[7] C. Rasmussen and J. Ellis, "Who is Switching out of Calculus and Why?," in Proceedings of the 37th Conference of

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

Game Theory, 2(3) (2013), 23-32.[8] K. Motohashi, Economic Analysis of University-Industry Collaboration: The Role of New Tech- nology Based Firms in Japanese National Innovation Reform, The Research Institution of Econ- omy, Trade and Industry, Discussion Paper Series 04-E-001, (2004).[9] M. Sakakibara, Knowledge Sharing in Cooperative Research and Development, Manage. Decis. Econ., 24 (2003), 117-132.[10] R. Veugelers and B. Cassiman, R&D Cooperation between Firms and Universities: Some Em- pirical Evidence from Belgian Manufacturing, International Journal of Idustrial Organization, 23(5) (2005), 355-379.[11] N. E. A. M. Almi, N. A. Rahman, D. Purusothaman, and S. Sulaiman Software engineer- ing education: The gap

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

questions tofacilitate individual reflection during the narrative writing: 1. Describe your role in this experience. 2. What are your previous experiences with and/or attitudes toward pedagogical change in STEM? 3. Describe your general experience during the implementation of the online forum (e.g. likes, dislikes, surprises, frustrations, limitations, things to improve…) 4. How has this experience changed the way the instructor does his job? Consider how the following aspects of the instructor’s job may /may not have changed: a. Instructor use of classroom time b. Preparation outside of class Page 26.1226.7

Conference Session

Mathematics in Transition

Collection

2006 Annual Conference & Exposition

Authors

Dale Buechler, University of Wisconsin-Milwaukee; Christopher Papadopoulos

Tagged Divisions

Mathematics

m x 0.2m). (b) Areas approximated by using common shapes.3. Measuring and predicting the behavior of beamsTwo basic experiments were prepared, each involving three aluminum cantilevered beams. Thefirst experiment tested the effect of varied beam depth (Figure 2a); these beams had commonwidths and lengths. The second experiment tested the effect of varied beam width (Figure 2b);these beams had common depths and lengths. For each beam, increasing weights weresuccessively hung from the free end. A dial gage was positioned (using a magnetic mounts) tomeasure the deflection of the free end. Because the gage itself exerts a force on the end of thebeam, for each specified applied weight, the effect of the gage was eliminated by manuallylifting

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas A. Baine, Grand Valley State University

Tagged Divisions

Mathematics

(MATLAB),rearrange topics, and slow down delivery. The result is a course that many students rave about asthey are taking calculus and physics, and best yet, their average course GPA shows a half-to-fullletter grade improvement, which bodes well for retention.References[1] N. Klingbeil, K. High, M. Keller, I. White, B. Brummel, J. Daily, R. Cheville and J. Wolk, "The Wright State Model for Engineering Mathematics Education: Highlights from a CCLI Phase 3 Initiative," in 2012 ASEE Annual Conference & Exposition, San Antonio, TX, 2012.[2] N. Klingbeil, "The Wright State Model for Engineering Mathematics Education," [Online]. Available: https://engineering-computer-science.wright.edu/research/the-wright-state-model-for- engineering

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

y B 3m xThe three questions from the alpha version that were investigated further were changed on thebeta version. For example, after further review of the actual homework and exam questions,projection and integrals using trigonometry substitution were removed from the beta instrumentas they had not been specific topics asked of the students. Question #4, which involvedderivatives using chain rule, was adjusted slightly. A variable was added, and the new questionis shown in Figure 5. Even with the adjustment, students overwhelming still answered thequestion correctly.Figure 5. Revised Question on Derivative Using Chain Rule from Beta

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

Rajendran Swamidurai, Alabama State University ; Cadavious M. Jones; Carl Pettis; Uma Kannan

Tagged Topics

Diversity

Tagged Divisions

Mathematics

from Auburn University in 2014. He is a contributor to the Australian Maths Trust, and member of the MASAMU international research group for mathematics.Dr. Carl Pettis Carl S. Pettis, Ph.D. Professor of Mathematics Department of Mathematics and Computer Science Al- abama State University Administrative role: Interim Associate Provost Office of Academic Affairs Alabama State UniversityDr. Uma Kannan Dr. Uma Kannan is Assistant Professor of Computer Information Systems in the College of Business Administration at Alabama State University, where she has taught since 2017. She received her Ph.D. degree in Cybersecurity from Auburn University in 2017. She specialized in Cybersecurity, particularly on

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

to the academic and career goals of thestudent. This began the active learning process. An example of “The Frame” is illustrated in Figure 1. The student has an interest in howdiseases spread. The student’s career goal was to go into a biomedical field. The studentresearched the process and found a set of differential equations that model the spread of diseasefor a particular and general case.5,6Figure 1. “The Frame” utilized in the context of the spreading of disease. Susceptible βI Infected g Recoveredβ = transmission rate, B = birth rate, d = death rate, R0 = reproductive rate (rate that infectedpersons cause new infected persons), g = recovery rate, S, I and R are the populations of thethree

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Mathematics

and stored in the longitudinal database. (a) (b)Figure 1: A representative question used for formative assessment at the beginning of class in Calculus Ifor engineering students as seen by (a) the instructor, and (b) the student.Data analysisWe first used descriptive statistics to evaluate learner perceptions of usability, engagement, and learningusing responses to the CRiSP questionnaire. We then compared perceptions across genders and socio-economic status using statistical analyses of variance (ANOVAs). Although it is possible to test meandifferences with t-tests, ANOVAs are more robust to normality violations such as kurtosis and skew. ResultsDescriptive

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

. To speedthe courseware developing, we adopted 3DIVA Virtools software which provides a developmentplatform for quickly constructing virtual classroom and creating 3D virtual reality applications.2. Learning Module DevelopmentAll our learning modules are created based on real life or engineering problems. Generally, eachmodule consists of two components: (a) lecturing/tutoring; (b) exercise and quiz. Thelecturing/tutoring part is implemented as a virtual scene, in which the math topic is illustrated oranimated in 3D graphics. Audio is integrated to emulate tutor explanation. Students can interact Page 22.612.4with the objects in the virtual

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

Paper ID #26882Professor Critical Reflection and its Impact on Learning Environments: ACase Study Applied to a First-year Mathematics Course in EngineeringDr. Norha M. Villegas, Universidad Icesi, Colombia - University of Victoria, Canada Norha M- Villegas is an Associate Professor in the Department of Information and Communication Tech- nologies, Director of the Software Systems Engineering Bachelor Program at Universidad Icesi, Cali, Colombia, an Adjunct Assistant Professor of the Department of Computer Science, University of Victoria, in Canada, and an IEEE Senior Member. Her research interests include engineering

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sandra Nite, Texas A&M University; G. Donald Allen, Texas A&M University; Ali Bicer, Texas A&M University; Jim Morgan, Charles Sturt University; Vanessa Mae Warren, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

to similar problems on the exams. • I will find a small number of general principles, learn them well, and apply these principles to solve all the exam problems. • I will practice a large number of homework problems on a regular basis, and then practice will enable me to solve the exam problems. • I will read the calculus textbook and use what I learned to solve exam problems. • I will study in a group where we will teach each other to solve different types of problems.I believe the way I studied mathematics in high school will enable me to earn an A or B incollege calculus. (4-point scale: strongly agree, agree, disagree, strongly disagree)Which of the following most accurately describes how I will need to study college

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

. [5] D. E. Lee, G. Parker, M. E. Ward, R. A. Styron, and K. Shelley, “Katrina and the Schools of Mississippi: An Examination of Emergency and Disaster Preparedness,” J. Educ. Students Placed Risk​, vol. 13, no. 2–3, pp. 318–334, 2008. [6] W. C. Chen, A. S. Huang, J. H. Chuang, C. C. Chiu, and H. S. Kuo, “Social and economic impact of school closure resulting from pandemic influenza A/H1N1,” ​J. Infect.,​ vol. 62, no. 3, pp. 200–203, 2011. [7] D. J. D. Earn, D. He, M. B. Loeb, K. Fonseca, B. E. Lee, and J. Dushoff, “Effects of school closure on incidence of pandemic influenza in Alberta, Canada,” ​Ann. Intern. Med.,​ vol. 156, no. 3, pp. 173–181, 2012

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Phillip Smith, New Mexico State University

Tagged Divisions

Mathematics

×(∇×V )+ ] = B−∇p+∇{µ(∇·V )−∇×[µ(∇×V )]+∇[(ζ + µ)∇·V ]}, (1) 2 ∂t 3which is the Navier-Stokes equation for a compressible fluid flow in vector notation and in whichρ is the density of the fluid, V is the vector velocity of the fluid, µ is the coefficient of dynamicviscosity of the fluid, ζ is the second coefficient of viscosity, p is the pressure, t is the time, andB is the body force (e.g. the gravitational vector); Dh Dp ρ = + ∇ · (k∇T ) + Φ, (2) Dt Dtis the energy equation for a compressible fluid flow in vector notation and in

Conference Session

Mathematics Division Technical Session 4: Assessing Success in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel Raviv, Florida Atlantic University; Daniel Ryan Barb, Florida Atlantic University

Tagged Divisions

Mathematics

lower levels, it encounters rows with more pegs, and theprobability of the marble ending up at (or near) the center column becomes higher compared tothe extreme left and right columns, as shown in Figure 7. Figure 7: Possible paths for the first few rows of the Galton Board If we count the number of possibilities for getting to a specific point, we get a chart asshown in Figure 8. This theoretically infinitely long chart is known as Pascal’s Triangle, and isdiscussed in Appendix B. Figure 8: The number of possibilities for each row of pegs Note that each number is the sum of the two numbers above it. For example, (referring tofigure 9) 4+6=10. This means that if there are 4 possible paths for a

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sandra Nite, Texas A&M University; G. Donald Allen; Jim Morgan, Charles Sturt University; Ali Bicer, Texas A&M University; Robert M. Capraro, Texas A&M University

Tagged Divisions

Mathematics

calculus students whodownplay the importance of strengthening the precalculus background. Students also needto recognize that the probability of success in the calculus sequence is very low if they donot earn an A or B in Precalculus8. Another barrier to student success in college calculus istheir lack of experience with appropriate learning strategies. Student surveys from thesummer 2013 program showed that students overwhelmingly learned to solve mathematicsproblems in high school by imitating the teacher’s solutions to specific types of problems;however, they believed they needed a different approach for college calculus9. Recentbridge programs at Texas A&M University have one significant difference from mostonline programs. They require

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

instance, c = ai bi means c = ∑ i =1 aibi . An index that is not a dummy index is called a free Nindex. As an example, the free index i appears in the vector transformationci = aij b j = ∑ j =1 aij b j together with the dummy index j. This is a preliminary definition that Nneeds to be extended in the course of this section.A set of vectors {ai , i = 1,… , N } is said to be linearly independent if λi ai = 0 only whenλi = 0 ∀i . The vector space is said to be N-dimensional if N is the maximum number oflinearly independent vectors. In this case the vectors ai are said to form a basis, and any othervector may be written as a linear combination that set of vectors.Most important for engineering

Conference Session

Innovative Instructional Strategies

Collection

2009 Annual Conference & Exposition

Authors

Josue Njock-Libii, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Mathematics

airresistance is taken into account.The remainder of this paper is organized in the following manner: first, we discuss howlogarithms will be used to test Eq. (3) in the laboratory. Then, the design of the experiment ispresented. Next, experimental data are presented and analyzed using Logarithms in two differentways. Finally, these experimental results are compared to the solution of the differentialequation itself.Use of logarithms in analysis of dataAn important property of logarithms that is often exploited in analyzing nonlinear data is that thelogarithm of a product AB equals the logarithm of A plus the logarithm of B. Thus, one canwrite (4)This

Conference Session

Integrating Math, Science and Engineering

Collection

2008 Annual Conference & Exposition

Authors

Josue Njock-Libii

Tagged Divisions

Mathematics

13.1364.7Table 3(a). Experimental Fourier coefficientsn a b cn n n0 0.0548641 0 0.05486411 -0.957223 -0.0100514 1.00373662 -0.00173248 0.0034438 0.0973333 0.00308254 0.00475898 0.08774364 0.00142011 0.00109271 0.07670175 0.00257423 -0.000909756 0.07639746 -0.000637367 0.000949299 0.0554893Table 3(b). Fourier coefficients from theoryn a b c n n n0 0 0 01 -1 0 12

Conference Session

Applied Mathematics

Collection

2007 Annual Conference & Exposition

Authors

Josue Njock-Libii, Indiana University-Purdue University-Fort Wayne

Tagged Divisions

Mathematics

(3)This is the equation that is used in all the courses mentioned above. Its solution iss (t ) ? A sin(y n t ) - B cos(y n t ) (4)In this case, n is the circular frequency of the motion expressed in radians per second.After the initial conditions given in Eq (1a) are used in Eq (4), the constants A and B arefound to be given, respectively, by s$sA ? s s sin(y n t s ) - yn cos(y n t s ) s$ (5) B ? s s cos(y n t s ) / y sn sin(y n t s )In order to obtain a solution with a simple mathematical form, it is conventional to let gbe the maximum amplitude of

Conference Session

Mathematics Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremiah J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, Professor of Mathematics at University of North Dakota

Tagged Divisions

Mathematics

Unmanned Aerial VehicleUnmanned aerial vehicles (UAVs), such as the one shownin Figure 3(a), are becoming less expensive and easier touse. This makes them ideal for search and rescueoperations. The ACME company makes a UAV that can bedeployed by hand that automatically flies a spiral searchpattern like the one depicted in Figure 1(b). This patternmaintains a half-mile distance between passes to guarantee (a)the plane will pass within a quarter mile of any person inthe search area.The path of the plane is described by the equations andwhere and represent the coordinates of the UAV andare expressed in miles. The parameter has no physicalmeaning, but is used to delineate where the plane is on

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jose R. Portillo, Universidad Galileo; Alberth E. Alvarado, Universidad Galileo ; Jorge Samayoa Ranero, Galileo University

Tagged Divisions

Mathematics

included in the INST are shown in Figure 1. Fig. 1. (a) Sample questions in the INST, original version in Spanish. (b) Translation to English.Since our goal was to detect those students with the highest probability of failure in calculus, theproblems selected to construct the INST evaluated only the most basic concepts in the areaspreviously mentioned. Even more, our test was divided in 4 sections, where each one contained10 questions about basic concepts, operatory skills and word problems (applications). Thosestudents who did not obtain a satisfactory grade (less than 60 out of 100 points) in this test wereenrolled in the Math Operatory Skills Laboratory (MOSL). MOSL is our approach to

Conference Session

Integrating Math, Science and Engineering

Collection

2008 Annual Conference & Exposition

Authors

Gregg Janowski, University of Alabama at Birmingham; Melinda Lalor, University of Alabama at Birmingham; Hassan Moore, University of Alabama at Birmingham

Tagged Divisions

Mathematics

, and boundary conditions Identify governing engineering principles Translate problem into equation(s) Teach mathematical tool(s) to solve equation(s) Determ ine if solution to Challenge is reasonable Defend approach and solutionFigure 1: Proposed Methodology for Discussions with Engineering Faculty. Page 13.72.9I. First-Order Ordinary Differential Equations (ODEs) A. Basic Concepts, Modeling B. Initial Value Problems C. Direction Fields D

Conference Session

Mathematics Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ryan Boyd Cartwright, General Electric; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida

Tagged Divisions

Mathematics

%) ODE Letter Grade A 21 (26%) 143 (39%) B 34 (41%) 130 (35%) C 26 (32%) 88 (24%) D 1 (1%) 7 (2%) F 0 (0%) 1 (0%) Age Distribution <22 32 (39%) 109 (30%) [22-26] 44 (54%) 205 (56%) >26 6 (7%) 55 (15%) Gender Male 75 (91%) 330 (89%) Female

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

vertical asymptote.b) Local maximum, local minimum and inflection points of f(x).c) Intervals where f (x) is increasing and decreasing.d) Intervals where f (x) is convex and concave.e) Please draw the graph of f ( x) = xx+1 by using the information you have in parts (a), (b), (c), and (d) if they are applicable. During the interviews, participants were initially asked to explain their answers briefly toall the parts (a)-(e) of the question and change the written information if it appears to beincorrect. If they made a mistake in one of the parts (a)-(d), participants were asked toanswer particular conceptual questions. If the graph was sketched in part (e) with no orpartial responses to the parts (a)-(d), these participants were asked to

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

literature? (Knows what’s been done before?) B. Backs claims with evidence from prior research or existing literature? 4: Backed by Literature B. Yes 3: Lacks some references A. 2: Supports