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Effects of an Integrated Calculus Reform Project for Engineering Majors

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Integrating Math Science and Engineering

Tagged Division

Mathematics

Page Count

13

Page Numbers

22.540.1 - 22.540.13

DOI

10.18260/1-2--17821

Permanent URL

https://peer.asee.org/17821

Download Count

75

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Paper Authors

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Po-Hung Liu National Chin-Yi University of Technology

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Po-Hung Liu is a Professor of College of General Education at National Chin-Yi University of Technology in Taiwan. His research interests are AMT (advanced mathematical thinking) and HPM (history and pedagogy of mathematics).

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Ching Ching Lin National Taipei University of Technology

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Tung-Shyan Chen National Chin-Yi University of Technology, Fundamental General Education Center

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Tung-Shyan Chen is an Associate Professor of the Fundamental General Education Center at the National Chin-Yi University of Technology, Taichung, Taiwan since 2010. Dr. Chen received his Ph.D. (2002) from the Department of Mathematics at National Cheng Kung University, Taiwan.

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Chiu-Hsiung Liao National Chin-Yi University of Technology, Fundamental General Education Center

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Chiu-Hsiung Liao received B.S. in Mathematics at National Kao-Hsiung Normal University in 1971 and M.S. in Mathematics at Pittsburg State University, Kansas, United States, in 1997. He has joined the faculty of National Chin-Yi University of Technology, Taichung, Taiwan, since 1981. Currently, he is an Associate Professor of Fundamental General Education Center at National Chin-Yi University of Technology.

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Yen Tung Chung National Chin-Yi University of Technology, Fundamental General Education Center

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Yen-Tung Chung received M.S. in Applied Mathematics at Tsing-Hwa University in 1981. He is an Assistant Professor in Fundamental General Education Center, National Chin-Yi University of Technology.

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C. Lin National Chin-Yi University of Technology, Taiwan R.O.C.

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Fundamental General Education Center

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Ruey-Maw Chen National Chin-Yi University of Technology

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Ruey-Maw Chen, he was born at Tainan, Taiwan, R.O.C. He received the B.S., the M.S. and the Ph.D. degree in engineering science from National Cheng Kung University of Taiwan R.O.C. in 1983, 1985, and 2000, respectively.
From 1985 to 1994, he was a senior engineer on avionics system design at Chung Shan Institute of Science and Technology (CSIST). Since 1994, he is a technical staff at Chin-Yi Institute of Technology. Since 2002, he has been with the Department of Computer Science and Information Engineering, National Chinyi University of Technology (NCUT), where he is an assistant professor. His research interests include meta-heuristics, optimization and computer networks.

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Abstract

Effects of An Integrated Calculus Reform Project for Engineering MajorsFor the past two decades, both pros and cons of calculus reform have been documented. Aquestion often asked is, “ the calculus reform project improved students’ Has understanding ofmathematics?” This study reports preliminary results of an ongoing 3-year integrated project,PLEASE, supported by National Science Council in Taiwan. The PLEASE project adopts acollaborative model consisting of five individual projects conducted by Mathematics andEngineering faculties at two technological universities. The title PLEASE stands for six mainthemes of this integrated project: (1) P—pre-calculus, (2) L—low achievers’ learning, (3)E—e-learning, (4) A—assessment, (5) S—statistics and calculus, (6) E—engineeringmathematics and calculus. The PLEASE project assumes a collaborative model not only forreforming calculus curriculum itself, but also for establishing an e-learning and assessmentplatform. Three main components (PEA, LEA, and SEA) cover an extended range ofcurriculum from pre-calculus to post-calculus courses. The PEA (pre-calculus, e-learning, andassessment) component combines Calcai, a graphical software, and Mimic Builder, ane-learning device, to develop an e-learning tool for pre-calculus. The LEA (low achievers,e-learning, and assessment) component attempts to construct an auxiliary environment,including computerized adaptive diagnosis evaluation system and teaching assistants, toenhance low achievers’ learning. The SEA (statistics, engineering mathematics, andassessment) component restructures traditional calculus curriculum to help engineeringmajors make a connection between calculus and subsequent courses—statistics andengineering mathematics. The finding of PEA indicates that college freshmen receiving interactive web-basedinstruction significantly outperformed the control group. A qualitative investigation alsofound that, contrary to traditional curriculum, these college freshmen were impressed andencouraged by this we-based learning instrument. The LEA results showed low-achievers’significant improvement in calculus learning, but its effects may vary. It revealed thatoutcomes of the Computerized Adaptive Testing (CAT) system were positively related toparticipants’ initial achievement in mathematics. The results of SEA component are not clearat this moment because it is still in its data collection stage. However, we found severaldifficulties in doing this line of effort. For instance, students were unable to foresee thenecessity of this effort and thus showed reluctance to accept supplementary material. We willreport the strength and weakness of this integrated calculus reform project in terms of theappeal made by Tulane Conference in 1986.

Liu, P., & Lin, C. C., & Chen, T., & Liao, C., & Chung, Y. T., & Lin, C., & Chen, R. (2011, June), Effects of an Integrated Calculus Reform Project for Engineering Majors Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17821

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