TY - JOUR

T1 - Constructing mathematical and spatial-reasoning measures for engineering students

AU - Pauley, Laura L.

AU - Kulikowich, Jonna M.

AU - Sedransk, Nell

AU - Engel, Renata

PY - 2010/1/1

Y1 - 2010/1/1

N2 - Engineering students sometimes encounter difficulties in classes due to their ability to understand and interpret mathematical and visual representations of a problem. This paper describes tools to assess students' abilities in four different constructs. The two mathematical constructs are: M1. Compare and contrast mathematical operations and M2. Express engineering- and physics- based principles mathematically. The two spatial-reasoning constructs are: S1. Rotate and transform geometric objects in three-dimensional space and S2. Translate two-dimensional images to three-dimensional images and vice-versa whenrepresenting visually engineering- or physics-based principles. Examples are provided for each construct and assessment methods are also presented.

AB - Engineering students sometimes encounter difficulties in classes due to their ability to understand and interpret mathematical and visual representations of a problem. This paper describes tools to assess students' abilities in four different constructs. The two mathematical constructs are: M1. Compare and contrast mathematical operations and M2. Express engineering- and physics- based principles mathematically. The two spatial-reasoning constructs are: S1. Rotate and transform geometric objects in three-dimensional space and S2. Translate two-dimensional images to three-dimensional images and vice-versa whenrepresenting visually engineering- or physics-based principles. Examples are provided for each construct and assessment methods are also presented.

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M3 - Conference article

AN - SCOPUS:85029118396

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

SN - 2153-5965

T2 - 2010 ASEE Annual Conference and Exposition

Y2 - 20 June 2010 through 23 June 2010

ER -