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DIME: A Dynamic Interactive Mathematical Expression Tool for STEM Education

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Technical Session 9:Topics related to STEM

Tagged Division

Computers in Education

Page Count

14

DOI

10.18260/1-2--32664

Permanent URL

https://peer.asee.org/32664

Download Count

635

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Paper Authors

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Donald Joseph Beyette Texas A&M University Orcid 16x16 orcid.org/0000-0002-7948-7768

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Donald Beyette is a master thesis student at Texas A&M University studying machine learning, graph theory, and GPS navigation. Current research projects focus on content analysis, systems to model users learning behavior, hypersonic navigation, and GPS antispoofing techniques.

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Michael S. Rugh Texas A&M University Orcid 16x16 orcid.org/0000-0002-0222-5719

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Michael S Rugh is a second year PhD student focusing on mathematics education within the Curriculum and Instruction PhD track in the Department of Teaching, Learning, and Culture within the College of Education and Human Development at Texas A&M University.

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Jason Lin Texas A&M University

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Jason Lin received his Master's degree in Computer Science from the National Cheng-Kung University, Tainan, Taiwan, in 2011. He is currently pursuing a Ph.D. degree with the Department of Computer Science and Engineering, Texas A&M University, College Station, TX, USA. His research interests include Scientific Document Analysis, Geospatial Intelligence, and Quantum Cryptography.

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Xing Wang Texas A&M University

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Xing Wang is a Ph.D. student in the Department of Computer Science and Engineering. He pursues research in math-
centered publication analysis at the Real-Time Distributed System lab supervised by Dr. Jyh-Charn (Steve) Liu. Xing received his Bachelor’s and Master’s degrees in computer science from Peking University, China.

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Zelun Wang Texas A&M University Orcid 16x16 orcid.org/0000-0002-1882-2526

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Zelun Wang received his Bachelor of Engineering degree in the Department of Automation from Xi'an Jiaotong University, Xi'an, China, in 2014. He is currently working towards the Ph.D. degree in computer science with Dr. Jyh-Charn Liu at Texas A&M University, College Station, TX, USA. His research interests include machine learning and scientific document analysis.

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Jyh C. Liu Texas A&M University Orcid 16x16 orcid.org/0000-0003-1330-5092

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Robert M. Capraro Aggie STEM @ Texas A&M University Orcid 16x16 orcid.org/0000-0001-8868-4432

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Robert M. Capraro, is Co-Director of Aggie STEM, Director of STEM Collaborative for Teacher Professional Learning, and Professor Mathematics Education in the Department of Teaching Learning and Culture at Texas A&M University. Dr. Capraro's expertise is applied research in school settings, program evaluation, the teacher as change agent for STEM school improvement, and STEM student achievement. He recently received the best paper award from the International Conference on Engineering Education where he and two colleagues presented their work related to the Aggie STEM project. He is currently involved in research in four school districts and more than 20,000 students and 80 teachers. His editorial work includes Associate Editor of the American Educational Research Journal, School Science and Mathematics, and Middle Grades Research Journal and the Research Advisory Committee for the Association of Middle Level Education. He was selected as a minority scholar for 2007 by the Educational Testing Service and served as president of the Southwest Educational Research Association. He is the author or co-author of three books, several book chapters and more than 100 articles on mathematics education, quantitative research methods, and teacher education published in such venues as Journal of Mathematics Education, International Journal for Studies in Mathematics Education, Journal of STEM Education: Innovations and Research, International Journal of University Teaching and Faculty Development, LEARNing Landscapes, Special Issue: Mind, Brain and Education, Journal of Mathematical Behavior, European Journal of Psychology of Education, The Journal of Mathematical Sciences and Mathematics Education, Urban Review, Journal of Urban Mathematics Education, Educational Researcher, Cognition and Instruction, Educational and Psychological Measurement. He recently was awarded a $400,000 dollar grant - - continued support by the Texas Higher Education Coordinating Board to continue his work with developmental education bringing his total external funding in excess of 15 million.

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Abstract

The learning of abstract relationships in Science, Technology, Engineering, and Mathematics (STEM) fields for students is an issue that is complex and riddled with difficulties. Current educational e-books and graphic organization systems attempt to illustrate those difficult concepts, but are limited due to the single reasoning perspective created by the author(s). Thus, we discuss how the computer generated Dynamic Interactive Mathematical Expression (DIME) system serves as an adaptive educational technology for students and teachers. This system creates a dynamic inter-dependent graphic visualization of interrelated mathematics topics (the DIME map) from PDF files by automatically extracting mathematical expressions and declarations from the material. Students and teachers can rearrange the DIME map to provide their own unique visual representation of the mathematical expressions. Each student provides feedback that allows the DIME map to adapt to their learning patterns and to remediate potential struggles. Through this paper, we present a new framework for the DIME system, which adapts to individual teaching and learning situations by integrating feedback from teachers and students into the DIME maps feature network.

Beyette, D. J., & Rugh, M. S., & Lin, J., & Wang, X., & Wang, Z., & Liu, J. C., & Capraro, R. M. (2019, June), DIME: A Dynamic Interactive Mathematical Expression Tool for STEM Education Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32664

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