PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Measuring student conceptual understanding: The case of Euler’s method
Page: 837
This preliminary paper reports on early work for a differential equations concept inventory, which is being developed for an NSF-funded project to support mathematics instructors as they implement inquiry-oriented curricula. The goal is to assess student learning of differential equations. Preliminary results show that the iterative method of developing and field testing items, conducting student interviews, and modification may prove successful to complete a valid concept inventory. The field testing and piloting of questions concerning Euler’s method show that students do respond as the research suggests but that Euler’s method can be recreated by students and the correct response can be “figured out.”