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Structured Reading Guide (Srg): A Graphical Organizer For Mathematical, Physical And Engineering Sciences

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

23

Page Numbers

12.1304.1 - 12.1304.23

Permanent URL

https://peer.asee.org/1807

Download Count

45

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Paper Authors

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Alhaji Cherif Cornell University

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Gary Fleming University of Maryland

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Gary Fleming has 25 years experience as a mathematical engineer and currently works as a Multi-discipline Systems Engineer for the MITRE Corporation in McLean, Virginia. He was an Undergraduate Advisor for University of Maryland (College Park) Mathematics Department and continues to teach as an evening adjunct.

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Siaka Kroma Cornell University

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Siaka Kroma is a visiting professor in the Department of Education at Cornell University. He is involved teaching university courses on diversity and literacy education in the teacher education program.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Structured Reading Guide: A Graphic Organizer for Mathematical, Physical and Engineering Sciences

Abstract The public school system has been working on a set of procedures collectively called “Reading across the Curriculum.” It emphasizes the importance of reading in all classes including mathematical and physical sciences. Educators and researchers have offered several procedures, not just for mathematics context, but also for all subjects. Many of these procedures use what have come to be known as a “graphic organizer,” a tool of breaking the linear presentation style of prose text and ideas into a multidimensional matrix so that the key ideas can be readily identified and contrasted. However, no pedagogic methodology was identified as being applicable to mathematical and physical science texts and no current organizer seemed general enough to capture the highly varied information present in these texts. Reading mathematics and science textbook is not a well-liked past-time — even for mathematics, physical science and engineering students. This is primarily due to the fact that students have never been taught how to read these texts. Yet mathematics and science instructors, both secondary and collegiate, are universally aghast that students do not read the assigned text. In the paper presented herein, we have developed a tool in the form of graphic organizer (due to students’ familiarity with graphic organizer) to prevent students from reading mathematical, physical and engineering texts like any other Shakespearean novel or Harry Potter’s novel. Historically, many students entering high schools and colleges are not well equipped to read science and mathematics textbooks. As a result, many students believe that these texts can be read as rapidly as any novel. But we know that it is not feasible to read mathematical and scientific texts in the same manner one reads Victorian, Elizabethan or modern novels. Due to the taxonomic elements encountered in Mathematics and Scientific textbooks, reading them as a novel prevents students from fully understanding the concepts they read. We have developed a graphical organizer tool that takes advantage of the taxonomic elements students are more likely to encounter while reading their textbooks to facilitate the textual and conceptual understandings of the texts. The paper will include a brief description of the structure of texts encountered in mathematical, physical and engineering sciences. The Structured Reading Guide, SRG, uses the assumptions of functional cognitive processes in learning. The main focus is to guide students’

Cherif, A., & Fleming, G., & Kroma, S. (2007, June), Structured Reading Guide (Srg): A Graphical Organizer For Mathematical, Physical And Engineering Sciences Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/1807

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