France, T., & Roepke, T. L., & Katterle, K., & Chaker, D. (2023, July), Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 Engineering  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44831

\bibitem{asee_peer_44831}
  France, T., \& Roepke, T. L., \& Katterle, K., \& Chaker, D. (2023, July), \emph{Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 Engineering}
  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee.
  10.18260/1-2--44831

Todd France, Tena L. Roepke, Karli Katterle, and Dua Chaker.  "Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 Engineering".  14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July.  ASEE Conferences, 2023.  https://peer.asee.org/44831 Internet.  15 Dec, 2024

\bibitem{asee_peer_44831}
  Todd France, Tena L. Roepke, Karli Katterle, and Dua Chaker.
  "Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 Engineering".
  \emph{14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44831 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_44831
author = "Todd France, Tena L. Roepke, Karli Katterle, and Dua Chaker"
title = "Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 Engineering"
booktitle = "14th Annual First-Year Engineering Experience (FYEE) Conference"
year = "2023"
month = "July"
address = "University of Tennessee in Knoxville, Tennessee"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44831}
number = {10.18260/1-2--44831}
}

TY  - CPAPER
AB  - Prior evidence suggests that active, student-centered learning environments can positively influence students’ perceptions of STEM career pathways, and that engineering activities can provide motivational contexts for learning math concepts. However, specific benefits to student proficiency in mathematics via engineering design activities are less well established, with some studies pointing to greater student improvement in mathematical practices than content comprehension. Previous studies also note that math standards can be effectively aligned with hands-on activities, but obstacles may include a lack of teacher confidence with engineering concepts and student aversion of math during engineering activities. 

This paper details an investigation of the prevalence of mathematics in middle school and high school engineering, particularly with regards to a study of thirty popular activities on the virtual library Teach Engineering. Results show that standards-based math content is clearly integrated into most of the reviewed activities, with math tasks comprising about one-third of the total activity time on average. Notably, the math tasks occur almost exclusively during (e.g., measuring) or after (e.g., plotting data) the hands-on phase of each activity; in other words, math was not used to inform design decisions or make predictions. The study suggests that more readily deployable engineering curricula that utilize math at the front-end of activities may be needed for better integration of all STEM disciplines and to more authentically demonstrate the utility of mathematics in the engineering field.
AU  - Todd France
AU  - Tena L. Roepke
AU  - Karli Katterle
AU  - Dua Chaker
CY  - University of Tennessee in Knoxville, Tennessee
DA  - 2023/07/30
PB  - ASEE Conferences
TI  - Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 Engineering
UR  - https://peer.asee.org/44831
DO  - 10.18260/1-2--44831
ER  -