Conference Session

Using Computers, Software, and Writing to Improve Mathematical Understanding

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bipin K. Pai, Purdue University, Calumet

Tagged Divisions

Mathematics

conducting exams online.METHODOLOGYThe course grading policy is explained to the students at the start of the semester and thebreakdown is as follows. The mid-term and final exams count for 35% and 40% of the totalgrade respectively. Both exams are given in a face-to-face class session. Of the remaining 25%,homework and online quizzes count for 20% and the online discussions count for 5% of the totalgrade. The syllabus explained all the requirements, including the policies and expectations foronline activities.The Numerical Methods course is divided into four modules. The first module introduces thestudents to Taylor series, finite difference calculus, interpolation and extrapolation. The secondmodule deals with roots of equations, solutions of

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

measured againstperformance criteria. One of the preferred methods for stating performance criteria is in the formof a rubric. The rubric is applied by the teacher to the student’s body of work. In activelearning, the rubric can be applied by the student and confirmed by the teacher.Method This is a report on an investigation into active learning that took place in a Calculus II classtaught by one of the authors. The course was complimented with an online resource shell whichprovided a number of resources to the student available 24 hours a day, 365 days a year throughany Internet enabled (TCP/IP compliant) computing platform. The course had an establishedduration of eight weeks. The professor was available for in-person interaction onsite to

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Susan E. Shadle Ph.D., Boise State University

Tagged Divisions

Mathematics

similar pedagogical approachwhich included devoting class time to solving problems, working in small groups, facilitated bythe lead instructor and a learning assistant. In subsequent semesters, all calculus instructors haveopted in to the common, coherent approach to the course (except for those teaching online orhonors sections).Pass and withdrawal rates pre and post implementation reveal an increase in pass rate of 13.4%and a drop in withdrawal rate of 3.9% as a result of the project. Results from anonymous facultysurveys show that faculty in the project changed their teaching practices in Calculus, that theyobserved positive effects of this in their classrooms, that they took advantage of the FLC to learnfrom their colleagues and that their

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Kenneth David Domingue, Western Michigan University ; Sarah Gray Hagen, Western Michigan University; Rebecca A. Scheffers, Western Michigan University; Lenore Yaeger; Katherine Fox, Western Michigan University

Tagged Divisions

Mathematics

first-year students a shared opportunity to successfully make the academic and socialtransition to university life. Seminar activities and programs are designed to prepare students fortheir first year and beyond. Students receive instruction in the course from a faculty/staffmember and an upper-level student instructor who both facilitate this unique universityexperience”14.Though an optional course, approximately 50% of first-year WMU students take either a generalor themed FYE 2100. The “classic” sections and the “themed” sections of FYE 2100 all share acommon syllabus and course objectives, including an introduction to college-level research,extra-curricular activities and assignments, and participation in the University Common Readproject

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

focuses on evaluating the impact of the criticalreflection of mathematics instructors in the learning environment of engineering students. Forthis, the reflection of the professors involved in the project focusses on the followingdimensions: 1) level of achievement of learning objectives; 2) coherence between competencies,learning objectives and contents; and 3) teaching and evaluation strategies, which includelearning activities, resources, assessment methods and the coherence among them, as well as thefeedback given to students.3. Case study: The Algebra and Functions course 3.1 MethodologyAs shown in Figure 1, this case study began with a review and analysis at the micro-curriculumlevel of the Algebra and Functions syllabus, followed by

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Jocelyn B. S. Cullers, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

, Washington. 10.18260/p.23694. https://peer.asee.org/23694Callahan, J., & Schrader, C., & Ahlgren, A., & Bullock, D., & Ban, Y. (2009, June), The ImplementationOf An Online Mathematics Placement Exam And Its Effects On Student Success In Precalculus AndCalculus Paper presented at 2009 Annual Conference & Exposition, Austin, Texas.https://peer.asee.org/5541Callahan, J. and Belcheir, M. (2017, May), “Testing our Assumptions: The Role of First Course Gradeand Course Level in Math and English in Predicting Retention,” Journal for College Student Retention,19(1).Crosswalk: https://www.lsamp.org/help/help_stem_cip_2015.cfm.Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the Self-Concept: TheStereotype

Conference Session

Computers and Software in Teaching Mathemathetics

Collection

2009 Annual Conference & Exposition

Authors

Jenna Carpenter, Louisiana Tech University

Tagged Divisions

Mathematics

tutoring program for students. The goals in using a web-basedprogram were to increase student retention and success in freshman and sophomore-levelmathematics courses (such as calculus) and increase the willingness of students to utilize theavailable tutorial services. Based on the student’s performance an initial assessment (whichmeasures mastery of prerequisite material and course content for the course in which the studentis enrolled), ALEKS provides personalized online tutorial instruction and associated practice Page 14.1337.3problems work toward student mastery of the course syllabus. This feature speaks to the desireof millennial students

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Daines, Colorado Technical University; Tonya Troka, Colorado Technical University; John M. Santiago Jr., Colorado Technical University

Tagged Divisions

Mathematics

). These courses are often astudent’s first experience with math beyond what they learned in high school. They providecritical prerequisite skills for both Engineering and Computer Science students, and for many,they represent a barrier to not only success, but also entry into those programs. In January of2014, CTU had a 50% withdraw rate in Pre-calculus, and in the summer of that year, we sawsimilar results in Trigonometry. Although we could not determine exact numbers, we knew fromspeaking with faculty and advisors that students were leaving Engineering because they couldnot get past these two critical math courses. The university had seen improvement in studentmastery of course objectives in the prerequisite College Algebra course online, and

Conference Session

Mathematics Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Vandenbussche, Southern Polytechnic State University; William George Griffiths IV, Southern Polytechnic State University; Christina R Scherrer, Southern Polytechnic State University

Tagged Divisions

Mathematics

) students. The only well-studied aspect of homework policy is the comparison of outcomes in courses using onlinehomework versus traditional homework. There are many studies comparing these two deliverymethods at varying levels1,4,5,6,8,11,12,19. Most studies conclude that web-based homework issuperior to (or at least not inferior to) traditional homework in terms of homework completionand student outcomes.Aside from studies of online homework, however, there are very few other studies investigatingthe effect of various mathematics course policies on homework completion and studentsuccess. The most recent study in this area7 compared the effect of weekly collectedassignments versus weekly quizzes in a Calculus I course. There was no

Conference Session

Mathematics in Transition

Collection

2007 Annual Conference & Exposition

Authors

Janet Callahan; Joe Guarino, Boise State University; Seung Youn Chyung, Boise State University; John Gardner, Boise State University; Amy Moll, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

Mathematics

an enduring, strong and personal commitment to underrepresented engineering students and faculty Page 12.305.2© American Society for Engineering Education, 2007 Benefits of a Tutorial Mathematics Program for Engineering Students Enrolled in PreCalculus: A Template for AssessmentAbstractAn interactive online tutorial program (ALEKS) was the focus of an engineering course createdto increase the success of engineering students in a Precalculus class. Engineering students wereembedded in two Precalculus courses with other students. An assessment rubric for measuringthe effect of ALEKS on Precalculus grades of

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

ALEKS syllabus for each course isaligned with the actual content of the syllabus for the corresponding course at our university.Students who purchase an ALEKS access code and are provided a course code by the instructorof their mathematics class can then access the ALEKS program for that course via the internetfrom any computer 24 hours a day for the entire term. After completing the initial log-onprocess, students are required to take an initial assessment in ALEKS to determine their level ofconcept mastery. All work in ALEKS requires that the student work the problem and enter theresulting solutions. There are no multiple-choice or true-false questions. This initial assessment

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shirley B. Pomeranz, The University of Tulsa; Peyton James Cook Ph.D., The University of Tulsa

Tagged Divisions

Mathematics

more course to fit into theirschedule. Alternatively, with just the three-semester calculus sequence, the author has nevermanaged to finish covering all the topics in the syllabus for multivariable calculus.The description of calculus courses from the Columbia University Bulletin 1969, ColumbiaUniversity, Department of Mathematics is given in Appendix I.The description of calculus courses in The University of Tulsa Department of Mathematics,extracted from the current online Undergraduate Bulletin, (http://utulsa.catalog.acalog.com/) isgiven in Appendix II.3.2 The University of Tulsa Department of Mathematics, 2016-2017As of 2017, The University of Tulsa Department of Mathematics uses ALEKS(https://www.aleks.com/), for mathematics course

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

cultivate deep learning. Their analysis found that deep learning was reported (bystudents) to be higher after the course and that the main contextual factor associated withenhancing deep learning was their innovative assessment.The Computer Assisted Exam with Student Reflection for Partial Credit (CAESR4PC)In CAESR4PC, students first take a computer assisted exam with blank paper to work out theiranswer in an essay style format. CAESR4PC exam questions can be delivered through anyonline assessment platform such as WebCT®, WileyPlus®, MapleTA®, or MyMathLab®.Exams are initially graded by the computer system based on binary (right/wrong) answers.Following the exam, student work is digitized (scanned) to an online system that allows studentto view

Conference Session

The Transition from Secondary to College Mathematics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Helen M. Doerr, Syracuse University; Andria Costello Staniec, Syracuse University; AnnMarie H. O'Neil, C.S. Driver Middle School

Tagged Divisions

Mathematics

immediately obvious to them. We suspected that these factors might havecontributed to the gap in performance between these two groups of students.To address the letter grade performance, we divided the Calculus I course into two sections, withone section of the course exclusively for those students who have not had calculus in highschool. The other section was comprised of students who were re-taking calculus. Both sectionswere taught by a faculty member in a large lecture format, meeting three days per week with arecitation section taught by a teaching assistant. The syllabus for the two sections of the course,the homework assignments and the final examination were identical. The median grade for bothsections of the course was a B- in the first year

Conference Session

Innovative Instruction Strategies in Calculus

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mathematics

” is defined as “making an “A”, “B” or “C” in the course” (since all engineering andscience majors are required to earn a grade of “C” or higher in all math courses which areprerequisites for other courses).ALEKS is a web-based system (versus software-based) that can be accessed from any computerwith web access and a java-enabled web browser. The ALEKS syllabus for each course isaligned with the actual content of the syllabus for the corresponding course at our university. Page 12.1170.2Students who purchase an ALEKS access code and are provided a course code by the instructorof their mathematics class can then access the ALEKS program for

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul Chanley, North Essex Community College; Michael E. Pelletier, Northern Essex Community College; Linda A. Desjardins, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

Mathematics

DifferentialEquations. They were the ideal SI Leader candidates to facilitate the SI sessions and once theywere recruited, the plan was finalized and ready for implementation in the spring of 2009.The SI SectionThe curriculum for the SI version of College Algebra & Trigonometry was identical to thetraditional sections of the course. A sample of the course syllabus is provided in the appendix.The only difference between the SI section and the traditional sections was the additional two-hour Friday SI session to be held at the same hours as the Monday and Wednesday sessions andin the same classroom as on Monday and Wednesday. The Monday and Wednesday sessionswere facilitated by the instructor. The additional session on Friday was facilitated by the two

Conference Session

Changing the Classroom Environment in Mathematics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert Talbert, Grand Valley State University

Tagged Divisions

Mathematics

the past using an inverted model5,6, the time seemed right tomove calculus toward this model as well.Instructional design and course constructionThe redesign of Calculus 1 involved four major components.First, the course objectives were realigned so that self-regulated learning was a priority in thecourse. The major course objectives in the official departmental syllabus were unchanged; forexample, student fluency in performing various calculus-related computations was still a highpriority. But some language was added, or altered from existing objectives, to stress thedevelopment of self-regulated learning, for example:• Use a variety of computing technologies effectively to identify patterns, make deductions, visualize information, solve

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Kathrine E. Johnson; Janet Callahan, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

own sense of what should be taught in calculus, which guided their teaching,assignments and examinations.There was agreement about what c text should be used, and a common syllabus was on file. Yet,as a result of both growth and lack of coordination between instructional faculty, a situation haddeveloped by 2005-6 which students, the mathematics department, and others recognized asbeing problematic. At that time, from a student’s perspective, it appeared to matter more, “whoyou took,” than “what you learned” in terms of their chances of passing the course.1 This wassupported by pass rate data; the average pass rate in 2005-6 was 51% and ranged from 30% to90% depending on who taught the course.2 The variation in pass rate was a confounding

Conference Session

Mathematics Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael R. Allen, Department of Mathematics; Dale A. Wilson, Tennessee Technological University

Tagged Divisions

Mathematics

Paper ID #7596Making Mathematics Relevant to Engineering StudentsDr. Michael R. Allen, Department of Mathematics Dr. Allen earned his PhD in Statistics from the University of Georgia in 1997 and currently holds a full time Associate Professor position in the Department of Mathematics at Tennessee Technological Univer- sity. His research interests include edgeworth expansions, time series, bootstrapping, online pedagogy and fractional calculus and has published papers on four of these five subjects. He minored in education and physics as an undergrad and obtained a Master in mathematics. Recently, he earned a Bachelors in

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Mathematics

considered for this study have avery long list of topics (syllabus) to cover and evaluate. Even in a traditional lecturing style notall topics are fully covered by the teacher; some topics are just mentioned and left for the studentto go over the material or to do exercises by themselves.Before this study, the main teaching strategy in all mathematics courses was a traditionalapproach. For this paper, traditional teaching means the main actor is the teacher by lecturingmost of the sessions with minimal or no participation from the students, and with a heavy use ofchalk and blackboard by the teacher. In a traditional class, the instructor explains the topic,solves some exercises, and asks students to solve some others. Then, homework is assigned

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gunter Bischof, University of Applied Sciences Joanneum, Graz; Andreas Zwölfer, University of Applied Sciences Joanneum, Graz; Domagoj Rubeša, University of Applied Sciences Joanneum, Graz

Tagged Topics

Diversity

Tagged Divisions

Mathematics

othermodules. And, in addition, it often turns out that bridging courses are attended mainly by thewell prepared and most hard working students, who never miss a chance to learn somethingextra (see e.g. Sazhin12).Some universities attempt to cope with the different levels of mathematical preparedness bystreaming their students and teaching the weaker group separately, sometimes using theservices of experienced school teachers rather than university lecturers. In order to cover thesame syllabus as the stronger group it may be necessary to increase contact hours for theweaker group13. Page 26.410.16Amongst the range of strategies for coping with a serious

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

. Thegoal of the lecture was to reinforce topics already outlined in the course syllabus while onlypresenting additional information, if it was absolutely necessary for students to understandaspects of the modules. Some of the topics already incorporated into the course curriculuminclude linear equations and matrices, eigenvalues, eigenvectors, and singular valuedecomposition. The lecture focused on methods for gathering data and representing such data inthe form of matrices and the utilization of basic applications of linear algebra on said matrices.The primary source for such data was www.data.gov and similar sites. In addition, students werepresented with the PageRank algorithm and a scenario utilizing it. Lastly, the lecture introducedthe topic

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

a certain part of the pattern. (S. C.) This student had a left, visual and tactile super link, and it is easy to see her using the left hemispheric strategy of linear, step-by-step thinking to determine her answer to the question.(3) Finally, the responses to the journal assignments revealed information about the students’ efforts and growth in the course that the professor otherwise would have never known. Some students reported really struggling with some of the concepts and repeatedly seeking additional outside help or conducting online research. Many of the students’ responses revealed sudden engagement with the mathematical concepts as students discovered a relationship to their interests and passions. For example

Conference Session

Using Computers, Software, and Writing to Improve Mathematical Understanding

Collection

2012 ASEE Annual Conference & Exposition

Authors

N. Jean Hodges, Virginia Commonwealth University, Qatar

Tagged Divisions

Mathematics

(synthesizing).  Writing their responses to math journal assignments that involve the higher cognitive skills of evaluating, analyzing, and synthesizing.  Creating ideas and projects in response to math assignments.The complete list of course objectives was included in the syllabus given to all students on theirfirst day of class. The professor reviewed the objectives with the students in class along with theother university policies and procedures and the course information in the syllabus. Super Links. During the first week of the semester, the writing instructor cameinto the class to explain briefly and to administer two tests for determining students‟ preferredlearning styles and

Conference Session

Innovative Instructional Strategies

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mathematics

the establishment of its Page 14.1382.4Center for Teaching Excellence in 2001.Classes. The current study involves students enrolled in MATH 131 courses for Fall 2008 andSpring 2009 semesters. As of this writing, the Fall Semester has been completed, and its resultsare reported in this document. The June 2009 presentation at the ASEE Annual Conference inAustin, Texas, will also include results from the Spring Semester.The Fall 2008 course consisted of nine female students, none of whom were freshmen.Method. In addition to the course syllabus and assignment schedule, students enteringMATH 131 were given a handout explaining why they would be