RiSE Colloquium, April 7, 2014 - Eric Pandiscio - Maine Center for Research in STEM Education

UMaine Alert

Posted: April 19, 2024 - 1:32 PM

At approximately 9:24 a.m. on Friday, April 19, a University of Maine graduate student was struck by a university vehicle on Long Road at the University of Maine campus in Orono. The student reports that they are at a local hospital with minor injuries.

Emergency services, including the Orono Fire Department, University Volunteer Ambulance Corps, University of Maine Police Department, Orono Police Department and Penobscot County Sheriff’s Office responded to the scene.

The university vehicle involved in the incident was a Chevrolet Express van. It was being operated by a university employee.

Counseling services and support are available for students, faculty or staff who may have been affected. The Counseling Center can be reached at 207-581-1392 and the Dean of Students Office can be reached at 207-581-1406.

The scene has been cleared and Long Road is now accessible. An investigation is being conducted by the University of Maine Police Department with assistance from the Penobscot County Sheriff’s Office Crash Reconstruction Unit. Any witnesses to the incident are encouraged to contact Lt. Noel Santiago at noel.santiago@maine.edu.

RiSE Colloquium, April 7, 2014 – Eric Pandiscio

April 2, 2014 Archives, Calendar, News, People

Maine Center for Research in STEM Education
(RiSE Center) Colloquia & Seminar Series

Presents

Eric Pandiscio
Department of Exercise Science and STEM Education
Maine RiSE Center, University of Maine

Differentiated student thinking while solving
a distance vs. time graph problem

This study probes the thinking of students at different stages of mathematical experience: college students who have taken calculus; college students who have not taken calculus; current high school mathematics teachers; graduate students in a discipline-based mathematics education program. The study asks:

what is the nature of student thinking when solving a distance/time graph problem?
do students with different levels of mathematical experience solve graph problems differently from each other?

Using a covariational framework (Carlson, Jacobs, Coe, Larsen & Hsu, 2002), preliminary data reveal many students have difficulty working with phenomena that display varying rates of change. Data also indicate many students estimate answers, even when an exact answer is possible. Data were collected via written surveys and semi-structured oral interviews. This work builds on, yet diverges from, prior research in physics education (McDermott, Rosenquist & van Zee, 1987; Thornton & Sokoloff, 1990; Kim & Kim, 2005), and mathematics education (Chiu, Kessel, Moschkovich & Munch-Nunez, 2001; Moschkovich, 1996) that describes difficulties students have with graph interpretation.

Monday, April 7, 2014
3:00-4:00 pm
Arthur St. John Hill Auditorium, 165 Barrows Hall