Wang, Y., & Lian, J., & Yang, Y. (2012, June), Interactive Math Learning for STEM Students  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21582

\bibitem{asee_peer_21582}
  Wang, Y., \& Lian, J., \& Yang, Y. (2012, June), \emph{Interactive Math Learning for STEM Students}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21582

Yonghui Wang, Jian-ao Lian, and Yonggao Yang.  "Interactive Math Learning for STEM Students".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21582 Internet.  10 May, 2024

\bibitem{asee_peer_21582}
  Yonghui Wang, Jian-ao Lian, and Yonggao Yang.
  "Interactive Math Learning for STEM Students".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21582 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_21582
author = "Yonghui Wang, Jian-ao Lian, and Yonggao Yang"
title = "Interactive Math Learning for STEM Students"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21582}
number = {10.18260/1-2--21582}
}

TY  - CPAPER
AB  -                     Interactive Math Learning for STEM StudentsAbstract:The rapid development of computer technology impacts almost every aspect of our daily lives.We have witnessed the microprocessor changing from 8-bit to 64-bit and the display frommonochrome monitors to millions of colors LED screens. We have also enjoyed the benefits onimproved pedagogy in teaching STEM courses by integrating both the computer technology andup-to-date research results into the classrooms. However, the teaching of college level STEMrequired math courses does not catch up this pace and this makes it a remaining challenge tobetter prepare STEM students’ math training. The fact is that today’s college students are grownup in a computerized multimedia world and they are enthusiasts of internet, video games,iPhones and iPods, MySpace, face-book, etc., even before they enter colleges. This makes themath learning even less attractive which further affects the enrollment and retention rate of everySTEM program.To address this issue, a group of faculty members with multidisciplinary background investigateto teach the traditional math courses unconventionally. In addition to the traditional blackboard-textbook teaching and exercising, we integrate new teaching approaches that allow students tolearn math concepts by interactively working with specially designed math teaching and learningmodules. Our attention is focused on building learning modules for entry level college mathcourses, such as College Algebra and Calculus I, because these courses are the basis for allSTEM programs. For each course, certain amount of time will be set aside for students topractice the concepts they just learned during the normal lecture time. The learning modules aredesigned user friendly in order to attract students’ attention to math learning instead of texting inclassrooms. The benefits of this pedagogy include: 1) interactive modules make students activelyinvolved in the math learning process; 2) the unlimited randomly generated questions andexamples give students more opportunities on practicing and reinforcing the concepts they justlearned; 3) the quick answer checking function helps students build confidence by immediatelyidentifying their learning progress; and 4) the mobility of the modules ensures that students canlearn and practice their math concepts any time anywhere with their laptop PC. We chooseVizard—a popular virtual reality programming environment—to design the course teachingmodules to make the math learning full of fun.In this project, faculty members developed new interactive teaching and learning modules andintroduced them into the corresponding college math classes. Preliminary results on STEMstudents’ opinion on math were obtained and obstacles were discussed. Based on our success, wewill further improve our current teaching and learning modules and develop more modules toenhance STEM students’ math learning.
AU  - Yonghui Wang
AU  - Jian-ao Lian
AU  - Yonggao Yang
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Interactive Math Learning for STEM Students
UR  - https://peer.asee.org/21582
DO  - 10.18260/1-2--21582
ER  -