Mathematics in Chemistry: Professor and Student Perspectives on What the Numbers Mean
Session Format
Presentation Session (45 minutes)
Location
Room 2905
Abstract for the conference program
As the facilitator of learning, the chemistry professor has many challenges as it relates to pedagogical strategies. One of the many challenges that professors face is to make the connection with students on how to employ mathematics in the understanding of chemical principles. There must be a synchronization of strategy on the part of the professor and a sense of strategy on the part of the student. While the professor’s instructional delivery must be pedagogically sound, so must the student employ learning skills that are capable of receiving such content. As with many facets of life that require a transmitter and a receiver completely aligned, so must there be a succinct giving, receiving, processing, and application of chemical principles for chemistry content to be truly learned and applied. This presentation will provide chemistry professors insight and strategies to increase their efficacy that facilitates learning as it relates to S.T.E.M. fields.
Proposal Track
Research Project
Start Date
3-4-2016 2:45 PM
End Date
3-4-2016 3:30 PM
Recommended Citation
Hypolite, Karen PhD, "Mathematics in Chemistry: Professor and Student Perspectives on What the Numbers Mean" (2016). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 31.
https://digitalcommons.georgiasouthern.edu/stem/2016/2016/31
Mathematics in Chemistry: Professor and Student Perspectives on What the Numbers Mean
Room 2905
As the facilitator of learning, the chemistry professor has many challenges as it relates to pedagogical strategies. One of the many challenges that professors face is to make the connection with students on how to employ mathematics in the understanding of chemical principles. There must be a synchronization of strategy on the part of the professor and a sense of strategy on the part of the student. While the professor’s instructional delivery must be pedagogically sound, so must the student employ learning skills that are capable of receiving such content. As with many facets of life that require a transmitter and a receiver completely aligned, so must there be a succinct giving, receiving, processing, and application of chemical principles for chemistry content to be truly learned and applied. This presentation will provide chemistry professors insight and strategies to increase their efficacy that facilitates learning as it relates to S.T.E.M. fields.
