June 15, 2014
June 15, 2014
June 18, 2014
24.161.1 - 24.161.10
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.
Lee, N., & Kovel, J. P., & Lee, L. W. (2014, June), An Exploratory Study to Identify an Effective Pedagogical Approach to Teaching Math-Related Content Knowledge in Construction Education Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20052
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