June 14, 2015
June 14, 2015
June 17, 2015
26.1396.1 - 26.1396.13
Abstract: Engineering and mathematics undergraduate and graduate students’ conceptual function knowledge canhave an important impact on their success in conceptually advanced courses. In building blocks of STEM concepts,function concept requires knowledge of sub-concepts such as limit, first derivative, second derivative, andasymptote. In this study, calculus concept knowledge of undergraduate and graduate engineering and mathematicsstudents enrolled in a Numerical Methods-Analysis course at a large Midwest Research Institution are analyzedbased on their responses to a calculus graphing question similar to the research question of Baker, Cooley, andTrigueros (2000). This question is analyzed qualitatively and quantitatively by using the triad classification inAction-Process-Object-Schema (APOS) theory. Mathematics graduate and undergraduate students succeeded themost among all the participants.
Tokgoz, E., & Gualpa, G. C. (2015, June), STEM Majors’ Cognitive Calculus Ability to Sketch a Function Graph Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24733
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