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Who Needs Another Applied Mathematics Course?

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Integrating Mathematics, Science, and Engineering

Tagged Division

Mathematics

Page Count

20

Page Numbers

15.1373.1 - 15.1373.20

DOI

10.18260/1-2--16757

Permanent URL

https://peer.asee.org/16757

Download Count

42

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Paper Authors

author page

John Heublein Kansas State University, Salina

author page

Kenneth Barnard Kansas State University, Salina

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

Who Needs Another Applied Mathematics Course?

ABSTRACT

Aviation mathematics has been used for years and hence is not a new topic for discussion. In the digital-age and with millennial students it is time to revisit the methods of pedagogy. Because students have always had different learning styles this paper outlines an instructional approach that addresses the declining mathematical skill level of the entering freshman students. Our hypothesis states, “The researchers have observed students entering the Professional Pilot program at Kansas State University at Salina lack the necessary prerequisite mathematics skills for success in subsequent higher mathematics courses. Using an introductory applied mathematics course coupled with applied aviation exercises and engaging pedagogical methods in mathematics courses could engage students and enhance their mathematics learning skills.” A fall 2009 Kansas State University at Salina (KSU-S) aviation faculty survey, albeit small, supports this hypothesis.

The researchers’ observed presumption is that present day students possess more technology understanding and rely on audio/visual feedback stimuli. One approach modifies methods of instruction to accommodate this mode of learning in particular with professional pilot aviation students. The classroom presentation format must include a pedagogy that increases the student’s motivation through visualization of the learning outcomes to create a richer and more stimulating learning environment. Millennial generation learning styles also seem to respond to pedagogies that visually tell a story personally applicable to them.

A challenge exists to provide meaningful student learning outcomes and increase mathematical knowledge while meeting millennial students’ expectations. We start by demonstrating a working knowledge of arithmetic, algebra, basic trigonometry, know how to organize data to arrive at solutions to various exercises and then apply practical problems involving aviation application exercises.

Heublein, J., & Barnard, K. (2010, June), Who Needs Another Applied Mathematics Course? Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16757

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