Displaying all 12 results
- Conference Session
- Mathematics Division (MATH) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
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- Caleb Wilson Hendrick, University of Maine; Karissa B Tilbury
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- Mathematics Division (MATH)
students to harness their knowledge of physics, biology, physiology,engineering, and mathematics to formulate dynamic models of physiological systems. Our overallaim is to enhance students’ ability to apply and foster a deep appreciation of the power ofmathematics in addressing real-world biomedical engineering challenges.References[1] L. M. Almeida and L. A. Kato, “Different approaches to mathematical modelling: Deduction of models and studens’ actions,” International Electronic Journal of Mathematics Education, vol. 9, no. 1, pp. 3–11, 2014.[2] S. Andr´as and J. Szil´agyi, “Modelling drug administration regimes for asthma: a romanian experience,” Teaching Mathematics and Its Applications: International Journal of the IMA, vol. 29, no. 1
- Conference Session
- Mathematics Division (MATH) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Julia Spencer, University of Virginia; Megan Ryals, University of Virginia; Gianluca Guadagni, University of Virginia
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- Diversity
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- Mathematics Division (MATH)
forTeaching and Learning Ordinary Differential Equations: A Systemic Literature Review andBibliometric Analysis,” Mathematics, vol. 9, no. 7, p. 745, Mar. 2021, doi:https://doi.org/10.3390/math9070745.[5] S. Arslan, “Do students really understand what an ordinary differential equationis?,” International Journal of Mathematical Education in Science and Technology, vol. 41, no. 7,pp. 873–888, Oct. 2010, doi: https://doi.org/10.1080/0020739x.2010.486448.[6] C. L. Rasmussen and K. D. King, “Locating starting points in differential equations: arealistic mathematics education approach,” International Journal of Mathematical Education inScience and Technology, vol. 31, no. 2, pp. 161–172, Mar. 2000, doi:https://doi.org/10.1080/002073900287219.[7] C. L
- Conference Session
- Mathematics Division (MATH) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Zenaida Aguirre Munoz Ph.D., University of California, Merced; Melissa Almeida, University of California, Merced; Comlan de Souza, California State University, Fresno; Keith Collins Thompson, University of California Merced; Khang Tran, California State University, Fresno; Yue Lei, University of California, Merced; Erica M Rutter, University of California, Merced; Lalita G Oka, California State University, Fresno; Maribel Viveros, University of California Merced; Bianca Estella Salazar, University of California, Merced; Changho Kim, University of California, Merced
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- Diversity
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- Mathematics Division (MATH)
exercise of control. New York: W.H. Freeman.[3] Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.[4] Hackett, G. (1995). Self-efficacy in career choice and development. In A. Bandura (Ed.), Self- efficacy in changing societies (pp. 232-258). New York: Cambridge.[5] Rottinghaus, P. J., Larson, I. M., Borgen, F. H. (2003). The relation of self-efficacy and interests: A meta-analysis of 60 samples. Journal of Vocational Behavior, 62, 221-236.[6] Hidi, S., & Renninger, K. A. (2006a). The role of interest in learning and development. Annual Review of Psychology, 57(1), 517-540.[7] Hakkarainen, K., & Malmberg, J. (2004). Communities of networked expertise
- Conference Session
- Mathematics Division (MATH) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Meiqin Li, University of Virginia; Heze Chen, University of Virginia
- Tagged Divisions
- Mathematics Division (MATH)
students.Brief History Figure 1. The History of Linear AlgebraIn the 1960s (Figure 1), a group of mathematicians, notably associated with the Bourbaki Schoolsuch as J. Dieudonné and S. Lang, advocated for a significant overhaul in mathematicseducation, labeling it "Modern Mathematics." They believed that what students learned shouldmatch how mathematicians were logically constructing math at the time. Consequently, LinearAlgebra became a highly abstract and formalized subject. Aspects like Analytic Geometry andMatrix Calculus were largely overlooked in favor of emphasizing complex mathematicalstructures. The focus shifted away from intuition towards a more rigorous exploration of thesestructures, making Linear Algebra a
- Conference Session
- Mathematics Division (MATH) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Luis E Montero-Moguel, The University of Texas at San Antonio; Joel Alejandro Mejia, The University of Texas at San Antonio; Guadalupe Carmona, The University of Texas at San Antonio
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- Diversity
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- Mathematics Division (MATH)
experience as an engineer and a mathematics teacher, he promotes the expansion of equitable and high-quality learning opportunities for both engineering and K–12 students through mathematical modeling. His research focuses on exploring the process of refining mathematical ideas and engineering concepts that engineering students develop while engaging in model development sequences built in real engineering contexts.Dr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an associate professor with joint appointment in the Department of Bicultural-Bilingual Studies and the Department of Biomedical and Chemical Engineering at The University of Texas at San Antonio. Dr. Mejiaˆa C™s
- Conference Session
- Mathematics Division (MATH) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Olivia Ryan, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
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- Mathematics Division (MATH)
curriculum. We argue that the pandemic impacted student math readiness, which subsequently impacted their transition to the university and into engineering, as illustrated in Figure 1. igure 1FRelationship between Pandemic, Math Readiness, and Transition to University/Engineering . COVID-19’s Effect on EducationAThe COVID-19 pandemic brought unprecedented challenges to the education system, and many students struggled. Due to school and home life disruptions during the pandemic, students reported difficulty completing their schoolwork. Specifically, female and underrepresented minority (URM) students reported having more difficulty completing schoolwork[9]. With varying restrictions across states and school
- Conference Session
- Mathematics Division (MATH) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Djedjiga Belfadel, Fairfield University
- Tagged Divisions
- Mathematics Division (MATH)
learning. Integrating MathWorks auto-gradedprogramming workshops and requiring completion certificates for these sessions ensures activeparticipation and solidifies learning, making this comprehensive approach conducive to fosteringactive learning and supporting individual advancement in larger classroom contexts.References[1] P. T. Goeser, W. Johnson, S. L. Bernadin, and D. A. Gajdosik-Nivens, “Work-in-Progress:The Impact of MatLab Marina - A Virtual Learning Environment on Student Learning in aComputing for Engineers Course”, ASEE Annual Conference and Exposition, 2013.[2] R. Talbert, “Learning MATLAB in the Inverted Classroom”, ASEE Annual Conference andExposition, 2012.[3] K. Larsen, A. Hossain And M. Weiser, “Teaching an Undergraduate
- Conference Session
- Mathematics Division (MATH) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alberth Alvarado, Universidad Galileo; Jose Roberto Portillo, Universidad Galileo; Byron Haroldo Linares Roman
- Tagged Divisions
- Mathematics Division (MATH)
theirvaluable assistance in incorporating the badge architecture into our LMS and their contributionsto the graphic design process. Finally, our thanks go to the reviewers for their constructivecomments.6. References[1] R. Portillo, C. Andersson, A. Alvarado, G. Kroisandt, and D. Logofatu, “Guatemala vs. Germany-A cross-cultural study of students9 motivation in basic mathematics courses,” in 2022 IEEE World Engineering Education Conference (EDUNINE), IEEE, 2022.[2] Jung Yeop Lee, Chong Un Pyon, Jiyoung Woo, “Digital Twin for Math Education: A Study on the Utilization of Games and Gamification for University Mathematics Education,” https://www.mdpi.com/journal/electronics, 2023.[3] K. Davis and S. Singh, “Digital badges in
- Conference Session
- Mathematics Division (MATH) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Meiqin Li, University of Virginia
- Tagged Divisions
- Mathematics Division (MATH)
⃗ 𝑛 } is a basis of the vector space V, the B-coordinates of𝑥 (the coordinates of 𝑥 with respect to the basis B) are the coefficients in the linear combination 𝑐1 𝑐2of 𝑥 : 𝑥 = 𝑐1 𝑢 ⃗ 𝑛 . Let [𝑥 ]𝐵 = [ ⋮ ], then [𝑥 ]𝐵 is the coordinate vector of 𝑥 (with ⃗ 1 +. . . + 𝑐𝑛 𝑢 𝑐𝑛respect to B), or the B-coordinate vector of 𝑥 .Each basis of a given vector space can viewed as a coordinate system. Take 𝑅3 for example, themost familiar coordinate system in 𝑅3 is 𝑥𝑦𝑧-coordinate system which corresponds to thestandard basis S = {𝑒1, 𝑒2 , 𝑒3 } of 𝑅3 . If a
- Conference Session
- Mathematics Division (MATH) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Hadas Ritz, Cornell University; Stephan Wagner, Cornell University
- Tagged Divisions
- Mathematics Division (MATH)
efficient and scaleable manner.References[1] D. Clark and R. Talbert, Grading for growth: A guide to alternative grading practices that promote authentic learning and student engagement in higher education. Taylor & Francis, 2023.[2] L. B. Nilson and C. J. Stanny, Specifications grading: Restoring rigor, motivating students, and saving faculty time. Routledge, 2015.[3] J. Elsinger and D. Lewis, “Applying a standards-based grading framework across lower level mathematics courses,” PRIMUS, vol. 30, no. 8-10, pp. 885–907, 2020.[4] H. Ritz, “WIP: Implementing an alternative grading scheme in a large enrollment differential equations course: Lessons learned,” in 2023 ASEE Annual Conference & Exposition, 2023.[5] S. Wagner and H. Ritz
- Conference Session
- Mathematics Division (MATH) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Meiqin Li, University of Virginia; Jessica Taggart, University of Virginia
- Tagged Divisions
- Mathematics Division (MATH)
- Conference Session
- Mathematics Division (MATH) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Diana D Morris, University of Virginia; Hui Ma, University of Virginia; Farzad Shafiei Dizaji, University of Virginia
- Tagged Divisions
- Mathematics Division (MATH)
] Selbach-Allen, M.E., Greenwald, S.J., Ksir, A.E. and Thomley, J.E., 2020. Raising the barwith standards-based grading. Primus, 30(8-10), pp.1110-1126.[5] Carlisle, S., 2020. Simple specifications grading. Primus, 30(8-10), pp.926-951.[6] Kohn, A. and Blum, S.D., 2020. Ungrading: Why rating students undermines learning (andwhat to do instead). West Virginia University Press.[7] Clark, D. and Talbert, R., 2023. Grading for growth: A guide to alternative grading practicesthat promote authentic learning and student engagement in higher education. Taylor & Francis.[8] Lewis, D., 2022. Impacts of Standards-Based Grading on Students' Mindset and TestAnxiety. Journal of the Scholarship of Teaching and Learning, 22(2), pp.67-77.[9] Katzman, S.D