Displaying all 9 results
- 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)
conceptual aspects of Linear Algebra.Maple primarily serves as a computational tool in this context. Moreover, in team-basedcomputer lab settings, students engage actively with their peers and occasionally with theinstructor, creating a dynamic learning atmosphere that enhances comprehension andcollaboration.Lab, Online Assessments, Application in Interactive Jupyter Notebooks. Silva et al. [60]redesigned the linear algebra course with multiple innovations and students reflected positivelyabout this approach in the paper. Firstly, there was a reorganization of the course structure. Thetraditional linear algebra curriculum, typically consisting of three lecture hours per week, wasredesigned. The theoretical components were condensed into two lectures
- 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)
difficulty, 2-with difficulty, 3- with some difficulty, 4- neutral, 5-somewhat easily, 6-easily, 7-very easilyIn this specific set of questions, 115 students provided responses to all sub-questions in both thepre-survey and post-survey. Descriptive analysis, as presented in Table 1, indicated an increasein the average Likert scale. Simultaneously, the paired t-tests, reflected by small p-values,revealed significant improvements in students' perceptions of MATLAB. Specifically, by the endof the course after the incorporation of MATLAB, students found it significantly easier toremember instructions and coding styles, select the correct codes for desired outputs, and debugcodes.Set 2: Please indicate how overwhelmed you feel about the following
- 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)
are able to revise with sufficient reflection and convert the score toa successful demonstration of mastery. Because of the strict grading of individual problems,multiple opportunities (two to five) must be available for most LOs, except those covered towardsthe very end of the semester.The Checkpoints are Canvas quizzes—partially auto-graded, partially manually graded—takenand submitted by students outside of class in an unproctored environment. To help maintainacademic integrity, we needed large banks of randomized questions. Building these Checkpointquizzes in a way that allows randomization but relatively efficient grading is a crucial part of asuccessful implementation of our grading scheme. Final course grades are based entirely on
- 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)
backgrounds and their struggles are reflected in a higher rate ofD/F/W’s (18% in Fall 2021) than students entering at other calculus levels.Mastery grading was introduced in Calculus I in Fall 2022, largely to address disparities in thepreparation of the students, and to combat anxiety and lack of confidence. Key features ofmastery grading include breaking the course material into distinct learning outcomes. Studentsare allowed multiple attempts to demonstrate mastery in each learning outcome [1]. Thisapproach aims to create a supportive and inclusive environment where students can achievemastery at their own pace and foster a growth mindset by emphasizing continual learning overgrades. Two sections were taught using the mastery grading approach, and
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics Division (MATH)
thepumped water initially did not place the cup horizontally, but one of the team memberssuggested placing the cup on the table to check the measurement accurately. As the team tookmeasurements, they engaged in reflective discussions about the pumping phenomenon as seen intheir data sheet (Fig. 3). Fig. 3. Notes Extract from Team 1’s Data Collection.Team 1 also developed their interpretation of the efficiency concept based on their measurementprocess, pump manipulation, and interpretation of using the pump to supply water to las coloniascommunity. [Professor]: how would you define efficiency? [Team 1]: We can see that during the in between like three minutes and five minutes, there’s a big spike in like the
- 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
- Tagged Divisions
- Mathematics Division (MATH)
finalized codebook. Table 2 defines the four S’s alongside the transition types in the study context. We organized the results by the type of transition and highlighted how students' experiences map to the four S’s of Schlossberg’s transition theory. . TrustworthinessEReporting on the quality, credibility, and validation of qualitative research are best practices to ensure the study's trustworthiness[33]. In engineeringeducation, Walther et al.[34]provide validation strategies to ensure the quality and trustworthiness of qualitative research. heoretical validation of a study should reflect the complexity of the lived experience underTinvestigation. This can be validated through the use of an opposing case
- Conference Session
- Mathematics Division (MATH) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Carl Boyet, Louisiana Tech University; Jonathan Walters, Louisiana Tech University; Christian Smith, Louisiana Tech University
- Tagged Divisions
- Mathematics Division (MATH)
using worksheets and students were required to write theirwork into a bound notebook (3-ring binder, science notebook, or spiral bound). This handwrittenhomework approach was used to develop student’s ability to express their work clearly. Duringeach test, the notebooks were collected and scored. The instructor gave feedback on errors thatwere noticed and gave a score that reflected the student’s ability to communicate and execute thematerial. The scores did not impact the student’s course grade; however, if a student earned apassing score on all the notebook checks, then the final’s scaled percentage was able to replacethe lowest exam grade.Second Iteration (Winter 2022-2023)In the second quarter, two sections consisting of 62 students were
- 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)
, “Developing a comprehensive engagement framework of gamification for reflective learning,” in Proceedings of the 2016 ACM Conference on Designing Interactive Systems, New York, NY, USA: ACM, 2016.[8] J. Stefaniak and K. Carey, “Instilling purpose and value in the implementation of digital badges in higher education,” Int. J. Educ. Technol. High. Educ., vol. 16, no. 1, 2019, doi: 10.1186/s41239-019-0175-9.[9] J. Lau, “Digital Badge Metadata: a case study in quality assurance,” Journal of Innovation in Polytechnic Education 3.1, pp. 27–36, 2021.[10] “Badge Architectures in Engineering Education - Blueprints and Challenges,” in Proceedings of the 5th International Conference on Computer Supported Education
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics Division (MATH)
, synthesis, reflection, and evaluation of thematerial being taught [38]. This approach includes a range of teaching methods such as briefreflective writing assignments, think-pair-share activities, flipped classroom models, inquiry-based learning, and cooperative learning strategies. These methods not only enhance students'engagement and personal commitment to their studies but also improve motivation, enjoyment,depth of learning, critical thinking abilities, as well as retention rates and academic performancein classroom settings. Classrooms that offer students the chance to engage in mathematicalInterest & Engagement Tactics for Success 5exploration, communication, and collaborative