Integrated Physics and Math course for engineering students: A first experience
- Conference
- Location
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Atlanta, Georgia
- Publication Date
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June 23, 2013
- Start Date
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June 23, 2013
- End Date
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June 26, 2013
- ISSN
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2153-5965
- Conference Session
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Innovations in Teaching and Research in Physics or Engineering Physics II
- Tagged Division
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Engineering Physics & Physics
- Page Count
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9
- Page Numbers
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23.766.1 - 23.766.9
- DOI
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10.18260/1-2--19780
- Permanent URL
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https://peer.asee.org/19780
- Download Count
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570
Paper Authors
Angeles Dominguez
Tecnologico de Monterrey (ITESM)
orcid.org/0000-0001-6066-355X
Angeles Dominguez is an Associate Professor of the Department of Mathematics within the School of Engineering at the Tecnologico de Monterrey (ITESM), Monterrey, Mexico. She obtained her bachelor degree in Physics Engineering from ITESM and achieved her doctoral degree in Mathematics Education from Syracuse University, New York. She is a member of the National Research System in Mexico (SNI). She is currently the president of the Red de Investigación e Innovación en Educación del Noreste de México (REDIIEN). Professor Dominguez has been a visiting researcher at Syracuse University and at the University of Texas at Austin. She teaches undergraduate courses in Mathematics and graduate courses in Education. Professor Dominguez is a thesis advisor on the master and doctoral programs on education of the Virtual University of Tecnologico de Monterrey. Her main research areas are: a) models and modeling, b) use of technology to improve learning and c) evaluation. In addition, Professor Dominguez is consultant for Texas Instruments (TI), she leads the group conTIgo T3 Latin America, and organizes and moderates webinars on the use of TI technology.
Genaro Zavala
Tecnologico de Monterrey
orcid.org/0000-0001-5880-1124
Professor and Chair of the Physics Department at the Tecnologico de Monterrey. He is a member of the National Research System in Mexico, member of the Mexican Council of Educational Research; member of the American Association of Physics Teachers and has been member of the International Committee (2006-2008), president of the committee in 2008, member of the Philanthropy Committee (2011-2013) and member of the Membership and Benefits Committee (2012-2015); founding president of the American Association of Physics Teachers, Mexican section; member of the Consejo Nacional de Ciencia y Tecnología (CONACYT) Network on Information Technology, and coordinator of the Science Education Community of the Corporación Universitaria para el Desarrollo del Internet (CUDI). Professor Zavala teaches and advises master thesis and PhD dissertations in the Graduate School of Education of the Virtual University of the Tecnologico de Monterrey. Professor Zavala’s research areas are a) students understanding of science concepts, b) use of technology in science education, and c) evaluation.
Juan Antonio Alanis
Dr. Juan Antonio Alanis obtained his PhD in Mathematics Education from the CINESTAV of IPN (Mexico). He works at the Monterrey Institute of Technology, ITESM. His area of research is Didactic of Calculus. He is co-author of “Elements of Calculus: Conceptual Reconstruction for Learning and Teaching”. This book was written based on didactic observations from Dr. Alanis´ doctoral dissertation.
Abstract
Integrated Physics and Math course for engineering students: A first experienceThis work presents the curricular and design innovation of an integrated course of Physics andMathematics for first-year engineering students at a large private university at the north part ofMexico. The innovation involves the content material, the teaching strategies, the classroomsetting, the implemented technology, and the evaluation used.Richard Feynman stated “The rules that describe nature seem to be mathematical”. Thiscurricular design uses the mathematical laws to study physical phenomena so students can createpowerful predictions. In this sense, the basting of the mathematical and physical contents evokesthe mathematics as a potent tool that provides the concepts and operations to analyze andunderstand physical models. The main pedagogical approach is modeling by instruction, inwhich students are actively engage in the process of conjecturing, testing and revising thinking.The classroom setting consists on round tables that accommodate nine students arranged ingroups of three. This setting foster group interaction, promotes communication, empowersstudents, and in turn facilitates the development of learning abilities such as argumentation andself-regulation. The variety of technological tools and equipment available in the classroomfacilitate students’ investigation of various models constructed from their own observations andmeasurements.Complete results of students learning, attitudes toward physics and mathematics, and abilitiesgain will be available by the time of the draft paper.
Dominguez, A., & Zavala, G., & Alanis, J. A. (2013, June), Integrated Physics and Math course for engineering students: A first experience Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19780
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