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Using Projects to Stimulate Learning in Mathematics and Engineering Mathematics Courses

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Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Using Applications and Projects in Teaching Mathematics

Tagged Division

Mathematics

Page Count

21

Page Numbers

25.1437.1 - 25.1437.21

DOI

10.18260/1-2--22194

Permanent URL

https://peer.asee.org/22194

Download Count

228

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Paper Authors

author page

Hassan Moore University of Alabama, Birmingham

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Abstract

Using projects to stimulate learning in mathematics and engineering mathematics courses An engineering mathematics course ‐ developed in the fall of 2008 – incorporates the use of projects to teach concepts in both Calculus III and Differential Equations.  A major change over traditional engineering mathematics courses is the implementation of student projects, meant for individual performance, which challenge students to apply the information taught through modeling a system, analyzing it, and presenting a solution(s) complete with units and an interpretation of the physical phenomena examined.  Given that time is a premium in the academy and project creation is a time consumer, we include five original projects created by the authors, written in TEX with images from Mathematica, which may be injected into any Calculus III, Differential Equations, or Engineering Mathematics course.  The aim is to increase the use of projects in courses where the intent is there but creation time is the mitigating factor.  In this paper, we include projects which tackle first‐order ordinary differential equations (ODEs), second‐order ODEs, and multivariable calculus. 

Moore, H. (2012, June), Using Projects to Stimulate Learning in Mathematics and Engineering Mathematics Courses Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22194

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