### Abstract

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.

Original language | English (US) |
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Journal | ASEE Annual Conference and Exposition, Conference Proceedings |

State | Published - 2010 |

### Fingerprint

### All Science Journal Classification (ASJC) codes

- Engineering(all)

### Cite this

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**Constructing mathematical and spatial-reasoning measures for engineering students.** / Pauley, Laura; Kulikowich, Jonna Marie; Sedransk, Nell; Engel, Renata S.

Research output: Contribution to journal › Article

TY - JOUR

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

AU - Pauley, Laura

AU - Kulikowich, Jonna Marie

AU - Sedransk, Nell

AU - Engel, Renata S.

PY - 2010

Y1 - 2010

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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UR - http://www.scopus.com/inward/citedby.url?scp=85029118396&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:85029118396

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

SN - 2153-5965

ER -