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STEM Majors’ Cognitive Calculus Ability to Sketch a Function Graph

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Mathematics Division Technical Session 3

Tagged Division

Mathematics

Page Count

13

Page Numbers

26.1396.1 - 26.1396.13

DOI

10.18260/p.24733

Permanent URL

https://peer.asee.org/24733

Download Count

90

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Paper Authors

biography

Emre Tokgoz Quinnipiac University

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Emre Tokgoz is currently an Assistant Professor of Industrial Engineering at Quinnipiac University. He completed a Ph.D. in Mathematics and a Ph.D. in Industrial and Systems Engineering at the University of Oklahoma. His pedagogical research interest includes technology and calculus education of STEM majors. He worked on an IRB approved pedagogical study to observe undergraduate and graduate mathematics and engineering students’ calculus and technology knowledge in 2011. His other research interests include nonlinear optimization, financial engineering, facility allocation problem, vehicle routing problem, solar energy systems, machine learning, system design, network analysis, inventory systems, and Riemannian geometry.

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biography

Gabriela C. Gualpa Quinnipiac University

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Gabriela is currently a second semester junior attending Quinnipiac University.

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Abstract

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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