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An Exploratory Study to Identify an Effective Pedagogical Approach to Teaching Math-Related Content Knowledge in Construction Education

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Collection

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Pedagogical Approaches in Construction Education

Tagged Division

Construction

Page Count

10

Page Numbers

24.161.1 - 24.161.10

Permanent URL

https://peer.asee.org/20052

Download Count

38

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Paper Authors

biography

Namhun Lee Central Connecticut State University

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Dr. Namhun Lee is an assistant professor in the department of manufacturing and construction management at Central Connecticut State University, where he has been teaching Construction Graphics/Quantity Take-Off, Building Construction Systems, Heavy/Highway Construction Estimating, Building Construction Estimating, and Construction Project Management. Dr. Lee’s main research areas include information visualization and decision support systems; building information modeling (BIM) and information and communication technology (ICT) for construction management; and interactive learning systems using games and simulations.
e-mail: leen@ccsu.edu.

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biography

Jacob P. Kovel P.E. Central Connecticut State University

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Dr. Jacob Kovel has been an associate professor at Central Connecticut State University for 13 years. During that time, he has served as the program coordinator for the construction management program and is currently also serving as department chair of the manufacturing and construction management department. Among his major responsibilities are assessment and accreditation. Prior to that, he spent four years as an assistant professor of architectural engineering at the University of Kansas and was also a lecturer at Georgia Tech.
Dr. Kovel spent 28 years in the U.S. Army as an engineer officer, retiring in 2008 as a lieutenant colonel. He holds a professional engineer license in the Commonwealth of Virginia, originally granted in 1990.
Dr. Kovel holds a bachelor's degree in applied sciences and engineering from the United States Military Academy, a master's degree in engineering management from the University of Missouri, Rolla and a Ph.D. in civil engineering from Georgia Tech.

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Lee W. Lee Central Connecticut State University

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Dr. Lee W. Lee, department chair and professor of management and organization at Central Connecticut State University, is a
senior Fulbright Scholar.

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Abstract

An Exploratory Study on the Most Effective Pedagogical Approach to Teaching Math-Related Content Knowledge in Construction EducationWithin the Construction Management (CM) curriculum, there are several math-related coursessuch as structural analysis, construction surveying, construction and civil materials, soils andfoundations, and equipment management, cost estimating, and AutoCAD. Fundamental mathskills (3rd to 9th grade level) are essential to the CM domain. Construction-related math usuallyincludes arithmetic operations, unit conversions, and basic geometry. Surprisingly, aconsiderable number of students in higher education systems do not perform well on these mathproblems. This problem must be solved before they move onto upper level courses or evenbefore they graduate from four-year universities. They must be able to confidently solveconstruction-related math problems before they enter into the workforce.The main purpose of this study was to explore three different pedagogical approaches includingthe traditional model, the problem-based learning model, and the flipped classroom model toidentify the most effective one to teach math-related content knowledge in constructioneducation. For this study, the authors collected students’ performance data on individual tests inan upper level CM course and conducted frequency and content analyses to measure theeffectiveness of each approach. This paper describes the implementation of the approaches toteaching math-related course contents, presents the results of this exploratory study focused onidentigying the most effectiveness approach. This paper also proposes some pedagogicalstrategies to improve students’ basic math skills.

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