http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Relative understanding of mathematical concepts by students majoring in electronics technology
The purpose of this investigation was (1) to identify the mathematical concepts which are needed by the entry-level electronics technician and (2) to develop and standardize an achievement test for the purpose of determining the relative understanding of such concepts by students graduating from public-post-high-school electronics technology institutions. The research included thirty-eight states and the District of Columbia. Forty-seven electrical-electronics textbooks were examined, and all basic mathematical concepts presented by each of the textbooks were listed. The concepts which were identified were submitted to a jury of college instructors of courses in electronics, mathematics, statistics, and education. These instructors were asked to evaluate each concept listed in terms of whether it was a basic mathematical concept. A checklist containing all the identified concepts was constructed and distributed to 568 electronics industries throughout the United States. Qualified industrial personnel were asked to indicate which mathematical concepts were needed by the entry-level electronics technician. Fifty-six basic mathematical concepts were identified. ...
Ed. D. in Industrial Education Texas A & M University