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

effective aperture area of the antenna, and  is the wavelength of the mean frequency ofinterest. Both TB and Fn are functions of direction. Accurate antenna temperatures are obtained bymodifying the step sizes while getting faster results. The rate of convergence in numericalintegration can be slowed down or even reversed due to a singularity at the boundary of theregion of integration in the integrand function or data.II. MethodologyThe recent development in computational capabilities, along with increased software reliability,made the numerical method and simulation approach more favorable. Examples of radiationpatterns can be used to evaluate the integrals that reflect different kinds of antennas, such astraditional versus a focused antenna

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Salinas, ITESM; Eliud Quintero, ITESM

Tagged Divisions

Mathematics

technological platforms. Focus on the students and their learning, emphasis on collaborative work, use of didactic techniques, enhance of the process by the use of digital technologies and use of computers favoring active student participation are goals that guide her work. As a member of Tecnol´ogicos faculty several awards had been granted by the institution on the acknowledgment of her teaching performance and research activities related to analyze and reflect on the educational process. She coauthored several textbooks for the learning of Pre-College Mathematics and Calculus. Recently the Textbook Series of Ap- plied Calculus has been published by Cengage Learning offering an innovative approach to the teaching and

Conference Session

Mathematics Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University; Gregory Richard Baker, Ohio State University; Deborah M. Grzybowski, The Ohio State University

Tagged Divisions

Mathematics

task group to frame the problem.SampleThe survey was developed and distributed using the college’s on-line Qualtrix system. All of thecollege’s approximately 275 departmental teaching faculty (professors, clinical faculty, andlecturers) were requested to take the survey. These instructors are distributed over 11instructional units. The survey was available for approximately 3 weeks near the end of theautumn 2012 semester. Two reminders were sent during this time. The resulting response ratewas 77 (28%), and the responses reflect a fairly representative sample of departments and jobtitles.Tables 1 and 2 depict the distributions of the sample with respect to department and job title

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jenna Tague, Ohio State University; Jennifer Czocher, Ohio State University; Gregory Richard Baker, Ohio State University; Amanda Roble, Ohio State University

Tagged Divisions

Mathematics

formore procedural examples rather than only the conceptual ones given during class.The differences in lecture execution (Figure 4) can be traced to technology issues. At times, wehad trouble with internet connectivity or microphone issues. For example, in weeks associatedwith surveys 5 and 10, we had both of these issues. Beyond connectivity and hardware issues,the transactional cost for setting up the technology at the beginning of each class was large. Evenwhen we were able to save the necessary technology settings to the university computer, 3programs needed to be started, a microphone needed to be attached, and files off a jump driveneeded to be downloaded. We continue to troubleshoot and reflect on if our technology choices

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

a small step toward filling thisgap. Over 600 E/ET students were surveyed in order to understand what key factors theyperceive as preventing them from completing their mathematics homework, and what policiesare effective in encouraging a high completion rate. Although we acknowledge that thestudents’ perspective may not always reflect reality, we do believe that the results provide aguide to inform future research in the area.MethodsApproximately halfway through fall semester 2011, we surveyed undergraduates at ouruniversity in mathematics courses ranging from College Algebra to Calculus III, asking them Page 23.111.3questions about their

Conference Session

Mathematics Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gregory Richard Baker, Ohio State University

Tagged Divisions

Mathematics

, 1997, pp. 283–299.15. Sfard, A., “On the dual nature of mathematical conceptions : Reflections on processes and objects as different sides of the same coin,” Educational Studies in Mathematics, 22, no. 1, 1991, pp. 1–36.16. Vinner, S., “Concept definition, concept image and the notion of function,” International Journal of Mathematical Education in Science and Technology, 14, 1983, pp. 293 – 305.17. Bingolbali, E., Monaghan, J., & Roper, T., “Engineering students’ conceptions of the derivative and some implications for their mathematical education,” International Journal of Mathematical Education in Science and Technology, 38, no. 6, 2007, pp. 763–777.18. Tall, D. & Vinner, S., “Concept image and

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Don Ploger, Florida Atlantic University; Agnes Nemeth, Florida Atlantic University; Steven Alan Hecht Ph.D., Nova Southeastern University

Tagged Divisions

Mathematics

,clear understanding of what students are expected to learn, so teachers and parents know whatthey need to do to help them. The standards are designed to be robust and relevant to the realworld, reflecting the knowledge and skills that our young people need for success in college andcareers. With American students fully prepared for the future, our communities will be bestpositioned to compete successfully in the global economy.” 32In contrast to the Common Core Initiative’s Mission, our students like straightforward mathassignments. Most of them would be able to solve problems that are in the forms ofmathematical expressions or equations. When students encounter a problem of the sort (simplifythe expressions or solve for x for example) they

Conference Session

Mathematics Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hassan Moore, University of Alabama, Birmingham

Tagged Divisions

Mathematics

the fall of 2008, there was one section with 50students completing the course. Last fall, there were 69 students completing the course in onesection and 49 in the other. Even the spring section has grown to the initial fall 2008 levels asthere are currently 54 students in the course, up from the 29 students completing the course in thefirst spring offering of 2009. I would like to reiterate that these numbers reflect only thosestudents who have completed the course, since there are a handful of students who drop thecourse every semester.For direct student comments, all of the IDEA Survey comments have been gathered, beginningwith the initial offering of the course in fall 2008. Below are all of the comments with thekeyword project. When asked