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

similar hemispheric preference is to not stand too close to me with eye contact as she is explaining something because it can be uncomfortable at times. . . . maybe introducing some more materials and bring in examples and samples to class when explaining instead of just saying it orally would make a big difference to my learning. (B. Al-M.) Another student, who was visual and kinesthetic with a mixed-left preference, applied what she was learning about symmetry to the shape of a door, synthesized her new mathematical information with her existing knowledge of doors, and evaluated the outcome: I choose a shape of a door. Symmetrical, right side is a reflection of lift [sic] side. Axis of

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Robert Homolka, Kansas State University, Salina; Greg Stephens, Kansas State University, Salina

Tagged Divisions

Mathematics

possibleoutcomes or combinations of a situation, and create and interpret graphs.Using Baseball Problems in Mathematics ClassesHome run trot--the batter’s eye a tapemeasuring the distance22There are many ways to incorporate baseball into mathematics. One could show how outfielderscatch a fly ball using the linear optical trajectory (LOT) model which received much nationalattention in 1995. This model uses equations to relate the motion of the fly ball to the motion of theoutfielder using a mathematical foundation. The LOT hypothesis determines “the strategy thefielder uses to catch a fly ball by following a path that will keep the optical trajectory projectionangle constant, this is equivalent to keeping the ratio (tan cx)/(tan B) constant.”23Merrimack

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

Students' Abilities and Attitudes

Collection

2010 Annual Conference & Exposition

Authors

Geoff Wright; Peter Rich, Brigham Young University; Keith Leatham, Brigham Young University

Tagged Divisions

Mathematics

other students at the same school of the same grade levelwho did not participate in the class. The mathematical problem-solving inventory was based onKnuth’s (2005) and Weinburg’s (2004) work investigating student mathematical growth.Procedures and MethodologyThere are 3 phases to this research project: (a) establishing a baseline, (b) administering theintervention, and (c) measuring possible effects. We discuss each in turn.Establishing a baselineTo establish a baseline, we used two measures. 1) We gave the mathematical problem-solvinginventory to both students enrolled and not enrolled in the programming class. The students whowere not enrolled in the programming class and who took the mathematical problem-solvinginventory served as our

Conference Session

Computers and Software in Teaching Mathematics

Collection

2010 Annual Conference & Exposition

Authors

Zohra Manseur, SUNY Oswego; Adrian Ieta, SUNY Oswego; Rachid Manseur, SUNY-Oswego

Tagged Divisions

Mathematics

AC 2010-2356: MODERN MATHEMATICS REQUIREMENTS IN A DEVELOPINGENGINEERING PROGRAMZohra Manseur, SUNY OswegoAdrian Ieta, SUNY OswegoRachid Manseur, SUNY-Oswego Page 15.883.1© American Society for Engineering Education, 2010 Modern Mathematics Requirements in a Developing Engineering ProgramAbstractThis project is a collaboration of math and engineering educators ___, meant to closely analyzethe educational relationship between math and engineering as part of the development of a newinnovative electrical and computer engineering program. The main objective is to optimize thecurriculum for efficiency in educating engineers with skill sets that allow them to competeeffectively in

Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2010 Annual Conference & Exposition

Authors

Elton Graves, Rose-Hulman Institute of Technology

Tagged Divisions

Mathematics

and courses is ∞ 6 2π2t Ux, t = ∑ 2 ∫6x − x 2  sin nπx dx e − n 9 sin nπx . 3 6 6 n=1 0 For a lot of students the feeling is "Well, that’s nice, but so what?" We now use Mapleto calculate 6 72−2 + 2−1 n  B n = 2 ∫6x − x 2  sin nπx dx = − 3 6

Conference Session

Issues and Solutions in Mathematics Education

Collection

2010 Annual Conference & Exposition

Authors

Andrew Grossfield, Vaughn College of Aeronautics

Tagged Divisions

Mathematics

the equation so that the unknown appears only once and is isolated on one side ofthe equation. The rules for changing the forms of the conditions without changing the values ofthe unknowns are well known. If a = b and c = d, then a + c = b + d, ac = bd,a - c = b - d, and if c and d ∫ 0 then a/c = b/d. In addition, identities can be used to changethe forms of expressions.I have no fixed order for performing the form changing manipulations. I examine each equationin order to select a course of action, which will bring me closest to obtaining the solution.Acquiring the ability to follow fluently the mathematical calculations by either a professor or atext will require some practice on the part of the student but the strategy should always be

Conference Session

Issues and Solutions in Mathematics Education

Collection

2010 Annual Conference & Exposition

Authors

Andrew Grossfield, Vaughn College of Aeronautics

Tagged Divisions

Mathematics

student should memorize before he is prepared forcalculus? Mathematics course names do not illuminate the course contents.Consider the two statements which some may consider as saying the same thing: A. At a maximum of a differentiable function, the derivative is zero. B. At a peak of a smooth curve on a coordinate system, the tangent line is horizontal.Statement A can be found in every calculus text. Its understanding relies on the definition of theword function and delta-epsilon arguments required in the definitions of the words differentiableand derivative. Students may not see statement B in a calculus text. A student who interprets theword, function as a curve, and who interprets the word, differentiable, as continuous

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Bill Blank, University of South Florida; Victor Hernandez-Gantes, University of South Florida; Maniphone Dickerson, University of South Florida

Tagged Divisions

Mathematics

just guesses on each question. a) What is the range of the random variable X, the number of questions the student answers correctly? b) Construct the probability mass function for the random variable X, the number of questions that the student answers correctly.Note that the question allows students to build upon material that they have already studied andmastered. Namely, the students build upon their knowledge of statistical independence, thecounting technique known as a combination, and the concept of a probability mass function. Allof these topics were covered prior to introducing this new topic. After dealing with this familiartype of question, the next question in the sequence becomes

Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2010 Annual Conference & Exposition

Authors

John Heublein, Kansas State University, Salina; Kenneth Barnard, Kansas State University, Salina

Tagged Divisions

Mathematics

ground distance, measured in feet, the plane has flown. Givethe answer to the nearest 0.01 ft. b) The actual distance, measured in feet, the plane has flown through the air.Give the answer to the nearest 0.01 ft. 7. An airplane travels a distance of 12,500 feet through the air at a uniform angle ofclimb and gaining 1450 feet in altitude. Determine each of the following: a) The angle, measured to the nearest second, of climb of the aircraft. Page 15.1373.12     b) The horizontal distance

Conference Session

Issues and Solutions in Mathematics Education

Collection

2010 Annual Conference & Exposition

Authors

Gisela Gomes, Universidade Presbiteriana Mackenzie; Janete Bolite Frant, Universidade Bandeirante; Arthur Powell, Rutgers University

Tagged Divisions

Mathematics

, New Jersey, and Faculty Research Scientist and Associate Director of the Robert B. Davis Institute for Learning of the Graduate School of Education in New Brunswick. Page 15.647.1© American Society for Engineering Education, 2010 How and What Mathematical Content is Taught and Used by Engineering Students in their Final Course Project?AbstractThe purpose of this research was to investigate the transition from academic mathematicsto real-life, engineering situations. In particular, through a case study, we investigatewhat mathematics content Brazilian undergraduate engineering students at privateuniversity use

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Jayathi Raghavan, Embry-Riddle Aeronautical University, Daytona Beach; Hong Liu, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Mathematics

develop abilities in critical thinking, problem solving, written and oral communication, quantitative analysis, leadership and teamwork, ethics and values awareness, and information technology b. The student will acquire a strong background in applied mathematics with an emphasis on computational methods c. The student will acquire a foundation in physics, computing tools and engineering science necessary to understand how each relates to realistic applications in at least one science application area d. The student will be exposed to computational applications in the sciences and engineering. The student will learn how to synthesize the mathematics, computing, physics, and engineering to

Conference Session

Students' Abilities and Attitudes

Collection

2010 Annual Conference & Exposition

Authors

Maria Terrell, Cornell University Math Dept.; Robert Terrell, Cornell University; Lisa Schneider, Cornell University

Tagged Divisions

Mathematics

takers.Preliminary results of the interviews.45 minute interviews were conducted with 14 test takers to obtain more detailed informationabout students responses to the test items. Students were shown their original test paper (nomarks were made by graders on the papers) and asked four questions about their response to eachsub-questions: a. How confident were you in your response to this question? b. Is this question similar to problems you have solved in some other setting? If yes, please describe the setting. c. Talk me through your answer to this question. d. Did you have other ideas about how to solve the problem that you did not write down?Our review of the interviews reveal some

Conference Session

Students' Abilities and Attitudes

Collection

2010 Annual Conference & Exposition

Authors

Chih Hsien Huang, MingChi University of Technology

Tagged Divisions

Mathematics

with students’ gender, college major, calculus studying time, internettime, the frequency of asking calculus questions per week, and calculus achievement of thelast semester. Section B is based on the Tripartite Model, with five scales developedaccording to affective, cognitive and behavior domains respectively. The five scales includethe cognitive variables of usefulness and self-efficacy, affective variables of motivation andanxiety, and the behavior variable of learning habit. Each scale contained twelve items for atotal of sixty items. Items of the five scales were combined and randomly listed on a singlesurvey that was distributed to participants of this study.This research conducted a validity analysis of the five scales on 396 first

Conference Session

Computers and Software in Teaching Mathematics

Collection

2010 Annual Conference & Exposition

Authors

Cynthia Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Tace Crouse, University of Central Florida; Alvaro Islas, University of Central Florida; Scott Hagen, University of Central Florida; Cherie Geiger, University of Central Florida; Melissa Dagley-Falls, University of Central Florida; Patricia Ramsey, University of Central Florida; Patrice Lancey, University of Central Florida

Tagged Divisions

Mathematics

: C1= Tw-Tcanswer in class. An A) – 23.8 [W]example of a clicker Coo ling airquestion (and the correct B) +23.8 [W] H ot w all at T c Copper cooling fin aanswer) is provided to the at tem perature Tw

Conference Session

Issues and Solutions in Mathematics Education

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Hatice Ozturk, North Carolina State University; Alina Duca, NCSU

Tagged Divisions

Mathematics

AC 2010-214: BRIDGING MATHEMATICS CONCEPTS TO ENGINEERINGCONTEXTS: JUST-IN-TIME REVIEW MODULESDianne Raubenheimer, North Carolina State University Dr. C. Dianne Raubenheimer received her PhD from the University of Louisville and is Director of Assessment in the College or Engineering and Adjunct Assistant Professor in the Department of Adult and Higher Education at NC State University. Within the College of Engineering she serves as the coordinator of ABET and other accreditation processes, acts as a resource/consultant to faculty in the different programs, develops and implements assessment plans, and serves as the primary educational assessment/data analyst adviser on the Dean’s staff. A

Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2010 Annual Conference & Exposition

Authors

Brad Hunt, Norwood High School; Regina Lamendella, Lawrence Berkeley National Laboratory; Sara Garrison, Norwood City Schools; Andrea Burrows, The University of Cincinnati; Mike Borowczak, The University of Cincinnati; Anant Kukreti, The University of Cincinnati

Tagged Divisions

Mathematics

student learning. Thefindings are based on surveys given to the students before and after the lesson taught inpartnership with university and community members.The purpose of this lesson was for students to discover how engineers use derivatives to solvereal-world engineering problems. Students measured urban, sub-urban, and rural storm waterrunoff volume to generate three different storm water runoff graphs using Microsoft Excel. Next,students generated the derivative graph to discover differences in rates of change of water runoffwithin these three watershed scenarios. The class then discussed how to relate their storm waterrunoff data to watershed characteristics, identified challenges associated with increased runoffrates in a urban setting

Conference Session

Computers and Software in Teaching Mathematics

Collection

2010 Annual Conference & Exposition

Authors

Bertram Pariser, Technical Career Institute, Inc.; Cyrus Meherji, Technical Career Institute, Inc.

Tagged Divisions

Mathematics

correlations of sets of these data has been performed bymathematicians. By using Microsoft Excel to examine Gold and the Dow Jones IndustrialAverage we would like to find a method that would enable us to simplify and see the fluctuationsof the variables.IntroductionWe teach in the Electronic Engineering Technology department (“EET”), at TCI the College ofTechnology a two year college located in New York City. Our 4000 + students are 50% innercity and 50% foreign. It is one of the most diverse populations in NYC with over 100 differentlanguages spoken. The only place more diverse than TCI is the United Nations.The mathematic courses concentrate on applied math which is necessary for our EET students.Often the challenge exists of teaching students to