The Mathematical Modeling of Structural Engineers

By Julie Gainsburg. 2006

175 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0be3ca59c3351dfded7b632a1c217f39ae393756

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Citations in the corpus

School mathematics and its everyday other? Revisiting Lave’s ‘Cognition in Practice’ (2008, background): “…of street mathematics continue to be done (for example, Jurdak and Shahin, 1999; Noss, Pozzi, and Hoyles, 1999; Hoyles, Noss, and Pozzi, 2001; Gainsburg, 2006; for a detailed overview see Presmeg, 2007) – along with reflection on and debate over them (cf., Brenner and Moschkovich, 2002;…”
Model-Eliciting Activities (MEAs) as a Bridge Between Engineering Education Research and Mathematics Education Research (2008, background): “Gainsburg [48] examined the connection between modeling activities of structural engineers and those of mathematics students participating in MEAs.”
How students blend conceptual and formal mathematical reasoning in solving physics problems (2011, background): “ving strategy, which resembles those found in many physics and engineering textbooks and classrooms, illustrates two features common to most well-defined problem-solving procedures in the literature (Gainsburg, 2006; G. L Gray et al., 2005; P. Heller et al., 1992; Huffman, 1997; Van Heuvelen, 1991).”
Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making (2011, background): “important and pervasive part of mathematical sense-making is translating back and forth between mathematical relations on the page (or in the computer) and causal or functional relations in the world (Gainsburg, 2006; Hall & Stevens, 1995).”
Building Cohesion Across Representations: A Mechanism for STEM Integration (2013, background): “Gainsburg (2006) notes in her ethnographic study of structural engineers that equations, diagrams, and other such formalisms make up an important though small part of the practices of engineers and engineering students.”
A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving (2008, background): “Boyce and colleagues (1997) found that the central focus for PBL’s inquiry approach was to integrate student experience (including content, process and concept), and to engage students with a localized problem, and effective use of real-world resources.”
The marginalized identities of sense-makers: Reframing engineering student retention (2010, background): “Educational research argues for the importance, and indeed primacy, of mathematical and physical sense-making in the physical sciences and engineering [7],[17],[8],[18],[9],[10].”
The Mathematical Disposition of Structural Engineers. (2007, background): “The most intractable problems I observed stemmed from what I came to see as the fundamental problem of structural engineering: that the phenomena at the center of the engineers' work (the structures and their behaviors) were nonexistent or inaccessible (Gainsburg, 2006).”
Engineering Students' Epistemological Views on Mathematical Methods in Engineering (2015, background): “Claude’s observation fails to acknowledge that engineers start with complicated problems, and that often the main challenge is to simplify them (Gainsburg, 2006, 2007b).”