Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lauren Lazarus, Wentworth Institute of Technology

Tagged Divisions

Mathematics Division (MATH)

mathematics programs. Given our institution’s focus on career preparation and real-world problem solving, future offerings present an opportunity to develop students’ interest andbetter meet their needs. In this paper, we will give details about the course and student feedback.Possible curricular and pedagogical changes will also be discussed.IntroductionThis work-in-progress paper discusses the design and implementation of a “Dynamical Systemsand Chaos” course as an upper-level undergraduate elective at Wentworth Institute ofTechnology. The course can serve as a technical elective for majors and minors in appliedmathematics, with many students in engineering or computer science majors pursuing this minor.The course material combines topics from

Conference Session

Mathematics Division (MATH) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laine Schrewe, Otterbein University

Tagged Divisions

Mathematics Division (MATH)

of the difficult series of math courses required for an engineering degree and thenegative impact it has on underserved populations of students, this work-in-progress researchbegins to explore the effects of math courses on students who do not enter collegiate engineeringprograms with the traditionally expected math readiness. This case study narrative inquiryhighlights trends for this type of student during year one – when retention is the lowest - as partof a larger study that will follow students through their entire collegiate career. While“traditional” engineering students come into most engineering programs ready to start mathcoursework at the calculus level, some students who elect to pursue an engineering degree do nothave the test

Conference Session

MATH - Hands-On Curriculum in Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michele McColgan, Siena College; George E Hassel, Siena College; Kamyar Pashayi, Siena College; Jason Morphew, Purdue University at West Lafayette (PPI); Junior Anthony Bennett, Purdue University at West Lafayette (COE)

Tagged Divisions

Mathematics Division (MATH)

© cube. Users are then able to modify the orientation of theAR model in response to the user rotating or translating the cube. The findings of the studysuggest that AR improved students' spatial reasoning, facilitated the development of shiftsbetween mathematical and physical reasoning, and decreased cognitive load.The AR system developed and evaluated in this paper can be implemented by curriculum andeducational designers at any level, from K-12 to university to professional career training in anySTEM field.IntroductionStudents often face challenges with learning abstract concepts and spatial visualization,particularly when engaging with new 3D content in physics and engineering [1-3]. Thesedisciplines rely heavily on foundational knowledge

Conference Session

MATH - Student Mindsets in Mathematics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Melissa A Dagley, University of Central Florida; Rachid Ait Maalem Lahcen, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

to education, sense of community, retention, college transitions, living-learning communities, career readiness, mentoring and persistence to graduation for students in STEM programs.Rachid Ait Maalem Lahcen, University of Central Florida ©American Society for Engineering Education, 2025 Accelerating Student Success in Mathematics through Personalized Adaptive LearningAbstractMath Launch is a program designed to help incoming first-year students prepare for calculus 1and set them up for success in their chosen STEM major. With a focus on expanding students’knowledge and capabilities in algebra, trigonometry and precalculus, Math Launch helpsstudents become calculus ready in

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vicki V. May P.E., Dartmouth College; Petra Bonfert-Taylor, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

interested in engineering who started in Precalculus ended up majoring in engineering),and the majority (68%) of those who placed into Single Variable Calculus also left engineering.While retention increases to 56% and 59%, respectively, for students who placed intoMultivariable and Vector Calculus, there are still many students leaving at this point. Dartmouthengaged in an extensive self-study in 2022 to better understand how aspects of the STEMecosystem attract, retain, or deter students from historically underserved groups from pursuingSTEM courses, majors, and career paths in these fields. The following main issues related toDartmouth STEM courses were identified (Char and Jewiss, 2022): ● Courses are too theoretical, with little context or

Conference Session

MATH - Hands-On Curriculum in Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Seth Greendale, Whatcom Community College; Eric Davishahl, Whatcom Community College; Pat Burnett, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

engineering early in their academicpathway. However, while the class connects students to peers, campus resources, and morecontext for what a career in engineering might look like, it does not actively incorporate largeportions of the math curriculum as other first year programs have attempted [6]. Traditionally,students who place into Intermediate Algebra (MATH 099) in the fall of their first year ofcollege must take this course as well as a two-part Precalculus sequence (MATH 141 and MATH142) before being ready for a Calculus 1 (MATH 151) class. Students can enroll in ENGR 101concurrent with MATH 141.The Engineering in Context learning community changes this sequencing by offering students amultidisciplinary cohort experience over two quarters [7

Conference Session

MATH - Student Readiness for Mathematics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand; Lauren Fogg, zyBooks, a Wiley Brand; Jenny Welter, Wiley; Yasaman Adibi, zyBooks; Adrian Rodriguez, zyBooks, A Wiley Brand; James Eakins, zyBooks, A Wiley Brand; Linda Ratts, Wiley

Tagged Divisions

Mathematics Division (MATH)

. ●​ Professional development for teachers: Providing ongoing professional development for STEM teachers to enhance their teaching methods and better support students’ learning needs. ●​ Ground in applications: In STEM, there is more emphasis on academic mastery of concepts, rather than career applications and relevancy. Cited sources indicate that mathematics studied independently of applications remains abstract, dull, and difficult. They also show that instructional practices need to be adjusted to meet these challenges.DiscussionCertain common themes emerge from the studies found despite the variety of math topics addressed.Students' tendency to carry misconceptions through multiple courses speaks to the persistence

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maureen Tang, Drexel University; Jennifer S Atchison, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

Paper ID #45610WiP: Metacognitive and social-emotional-learning interventions in first-yearCalculusMaureen Tang, Drexel University Maureen Tang joined the faculty of Chemical and Biological Engineering at Drexel University in 2014 and obtained tenure in April 2020. She received her BS in Chemical Engineering from Carnegie Mellon University in 2007 and her PhD from the University of California, Berkeley in 2012. Dr. Tang completed postdoctoral work at Stanford University and research internships at Kyoto University, the University of Dortmund, and DuPont. She is the recipient of a NSF CAREER award. Her research at Drexel

Conference Session

MATH - Hands-On Curriculum in Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vivek Singhal, University of Wisconsin - Stout; Devin R. Berg, University of Wisconsin - Stout

Tagged Divisions

Mathematics Division (MATH)

effectiveness of these methods wasdemonstrated in accurately calculating velocity, displacement, and higher-order derivatives likejerk. The study underscores the importance of proper noise handling and drift correction forachieving precise results when using sensor data to predictive analysis. Overall, incorporatingaccelerometer data into numerical methods education equips students with valuable analyticalskills and technical proficiency, preparing them for future careers in various engineeringdisciplines.References[1] Pendrill, A. M., & Eager, D. (2020). Velocity, acceleration, jerk, snap and vibration: Forces in our bodies during a roller coaster ride. Physics Education, 55(6), 065012.[2] Musto, J. C. (2002). A project-based approach

Conference Session

MATH - Pedogogical Reflections in Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Iouliana Ossipova, University of Louisville; Gholam Abbas Sattar-Shamsabadi II, University of Louisville; Thomas Tretter, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

Res., vol. 10, no. 1, pp. 381–391, Jan. 2021, doi: 10.12973/eu-jer.10.1.381.[32] W. Schneider and C. Artelt, “Metacognition and mathematics education,” ZDM Mathematics Education, vol. 42, no. 2, pp. 149–161, Feb. 2010, doi: 10.1007/s11858- 010-0240-2.[33] D. T. Conley, College and Career Ready. San Francisco, CA, USA: Jossey-Bass a Wiley Imprint, 2010. doi: 10.1002/9781118269411.[34] G. M. Maruyama, Basics of Structural Equation Modeling. Thousand Oaks, CA, United States of America: SAGE Publications, 1997.[35] D. L. Jackson, J. A. Gillaspy Jr, and R. Purc-Stephenson, “Reporting practices in confirmatory factor analysis: An overview and some recommendations,” Psychological Methods, vol. 14, no. 1

Conference Session

MATH - Hands-On Curriculum in Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Luis E Montero-Moguel, The University of Texas at San Antonio; Guadalupe Carmona, The University of Texas at San Antonio; Joel Alejandro Mejia, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

Alejandro Mejia, University of Cincinnati Dr. Joel Alejandro (Alex) Mejia is a Professor of Engineering Education in the Department of Engineering and Computing Education at the University of Cincinnati. His work examines the intersections of engineering, social justice, and critical pedagogies. He focuses on dismantling deficit ideologies in STEM, centering Latino/a/x student experiences—especially of those along the U.S.-Mexico border. His work draws on Chicana/o/x studies, raciolinguistics, and bilingual education to explore how language, race, and socialization shape engineering pathways and engineering practice. In 2025, Dr. Mejia received the Presidential Early Career Award for Scientists and Engineers (PECASE