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)

. Originally a 4 SCHcourse, it was changed to 3 SCH due to hour restrictions in some curricula but did not receive aproportional reduction in content. This dense course contained the majority of college algebra,trigonometry, logic, and a few topics from linear algebra, resulting in an overload in content formost students. Students with strong fundamentals were already experienced with the majority ofthe content, making the course uninteresting, while those who could benefit most from thesetopics were often overwhelmed by the rapid pace of the course. These issues, combined withfaculty frustrations that Precalculus had become primarily review and remediation, led to acurriculum redesign to be piloted in fall 2022. The goal of the redesign was to create

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mark Mixer, Wentworth Institute of Technology; Deirdre Donovan, Wentworth Institute of Technology

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Diversity

Tagged Divisions

Mathematics Division (MATH)

research opportunities are keycomponents of their action plan.As part of the effort to fix the classrooms, a Split Calculus Initiative is a multi-pronged planlaunched in Fall 2022 at Wentworth Institute of Technology (WIT). Wentworth’s Split CalculusInitiative sequence includes many of these previously discussed attributes. The initiative startswith a math placement program that aims to place students at their most advantageousmathematical starting point. A free summer mathematical ‘booster’ experience builds bothcommunity and mathematics preparedness. Each class section uses embedded tutors, faculty leadfacilitated study groups, and first year advisors to build a cohesive support network for studentsuccess. In the spirit of a student ready

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)

Dizaji, University of Virginia ©American Society for Engineering Education, 2024 Exploring the Impact of Mastery Grading on Student Performance – Work in ProgressAbstract: The introduction of mastery grading in Calculus I began in the fall of 2022 in ourengineering school. We found that students in the mastery-graded course experienced reducedtest anxiety, achieved higher letter grades through penalty-free reattempts, and felt moreconfident about their math ability. In the fall of 2023, we extended the implementation toadditional sections and introduced several modifications to the grading system. The results onthe common final exam showed a substantial benefit from mastery

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Deepyaman Maiti, University of Virginia; Farzad Shafiei Dizaji

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

a strong desire to maintain academic excellence and strive for highergrades, with some exceptions (such as Chemical Engineering students). As the pandemic progressed,students were more likely to opt for a letter grade in their APMA course(s) in spite of lower GPAs. Thismay be due to a number of factors, such as increased competition for scholarships and internships, or adesire to demonstrate mastery of a particular subject to future employers. While the challenges presentedby the pandemic have been significant, students have continued to persevere and strive for academicexcellence, demonstrating their unwavering commitment to their education and future goals.References[1] Guadagni, G., Maiti, D. and Dizaji, F.S., 2022, August. Impact of

Conference Session

Mathematics Division (MATH) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet; Levi Savercool; Hylie Jane Holloway

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

created through a collaboration acrossdepartments that provides support for both courses. This paper provides an account of theSUCCESS Scholars (SS) Program at Louisiana Tech University, which implemented SI sessionsas part of an enrichment program to provide academic support for both the engineering andprecalculus courses required by first-quarter engineering students. The performance of 24students in this program during the Fall quarter of the 2022-23 school year is evaluated to answerthe following questions.1. How did the SS program impact student performance on their precalculus midterm?2. How did the SS program impact student performance on their precalculus final?3. How did the SS program impact student performance on their

Conference Session

Mathematics Division (MATH) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meiqin Li, University of Virginia

Tagged Divisions

Mathematics Division (MATH)

todevelop the teaching materials according to the suggested schedule, and CALM was deliveredto students as the first time in Spring 2022. The typical way to teach CALM is describedas following: in a class of 50 minutes, the instructor teach the core concepts and use thepre-written MATLAB lives script to enrich the explanation when necessary. This part takesaround 20 to 30 minutes. Then students work as small groups in class to finish groupworksheet handed out to them at the beginning of the class, and this part takes the rest ofthe class. When finishing a block, the instructor discuss briefly about coding core conceptsand application projects in MATLAB from that block and student will finish them after theclass

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)

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tijesunimi Abraham Adeyemi, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks Campus; Chukwuemeka Duru; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Frank Efe

Tagged Divisions

Mathematics Division (MATH)

0.20 and collaboration (PLC) 1 Interest-type 3.18±0.64 3.22±0.57 0.04 0.85 epistemic curiosity (IEC) 2 Deprivation-type 2.6±0.56 2.63±0.68 0.03 0.90 epistemic curiosity (DEC) 2 * Significant difference between pretest and posttest scores.1 1-7 Likert Scale2 1-4 Likert ScaleConclusionTwo experiments were developed using the ECP: Hooke’s law, a ruler experiment, and deflection,which will be further developed. The ruler experiment was successfully customized and integratedusing mathematics, and we also integrated calculus in Hooke’s law, where we have the initial andfinal length. These data are for Fall 2021 and Spring 2022, and details are

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

10.00% 200 5.00% 100 0 0.00% Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 Fall 2022 Total # of first year engineering students Calculus I Enrollment PercentageCalculus I students at our engineering school are at a wide range of preparedness levels. Manystruggle with this course and the pandemic in the past two years only exacerbated the situation.In fall 2021, 33 out of 183 students (18%) in Calculus I at our engineering school receivedD/fail

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hadas Ritz, Cornell University

Tagged Divisions

Mathematics Division (MATH)

individual effort and understanding; the use of partial credit to reward poor workwith middling grades, which allows students to accumulate a decent course grade without everdemonstrating correct problem solving techniques; agonizing over the right number of points offfor various mistakes.Even though alternative grading schemes have been shown to address many of those concerns,there are still many barriers to implementing them, particularly in courses with large enrollment.Energized by a workshop run by the Mathematical Association of America (MAA) duringsummer 2022, we have undertaken to implement a standards-based and mastery-based gradingscheme for a 500+ student differential equations for engineers course at this R1 university duringfall 2022

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan David Yepes, Florida Atlantic University; Daniel Raviv, Florida Atlantic University

Tagged Divisions

Mathematics Division (MATH)

Teaching and Learning the Concept of an Inverse Function: A Visual and Intuitive Approach”. In: 2022 ASEE Annual Confer- ence & Exposition. 2022.[20] Robert Churchill. “Cartoon”. In: Best Cartoon from PUNCH. Cartoon by Robert Churchill. Simon and Schuster, 1952. 22AppendixQ1Q2 23Q3Q4 24Q5Q6 25Q7Q8 26Q9Q10 27

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)

an online format, and many‬ ‭students struggled in this environment. Mathematics was one of the subjects most affected by‬ ‭online learning. At a large R1 university in the mid-Atlantic region, more engineering students‬ ‭than ever before entered their first year, placing in Pre-Calculus instead of Calculus 1, and were‬ ‭classified as pre-math-ready. Being ‘math ready’ and placing into Calculus 1 is critical for‬ ‭engineering students due to the engineering curriculum's reliance on mathematics and the‬ ‭barriers related to the subject. This study shares the experiences of 15 first-year engineering‬ ‭students who were behind in math during the 2022-2023 academic year. Most participants were‬ ‭in their

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 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alberth Alvarado, Universidad Galileo; Jose Roberto Portillo, Universidad Galileo

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

considering two key aspects: (i) academicbenefits and (ii) students’ perceptions. The following two subsections discuss these aspects indetail. All the data analyzed in this study were collected from a sample of 86 first-yearengineering students from Galileo University who were enrolled in MATH 101 during the firstsemester of 2022. Our sample contains students from different engineering specializations suchas computer science, electronics, mechatronics, telecommunications, chemistry, industrial, andmanagement. a. Academic BenefitsWe divided the data analysis into two parts to establishing the academic benefits that MATH 101provided to the students enrolled in this course. The first part presents the main results fromcomparing the student’s

Conference Session

Mathematics Division (MATH) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juliana Martins Philot, Instituto Mauá de Tecnologia - Brazil; Barbara Lutaif Bianchini, Pontifícia Universidade Católica de São Paulo - Brasil; Eloiza Gomes, Instituto Mauá de Tecnologia - Brazil; Gabriel Loureiro de Lima, Pontifícia Universidade Católica de São Paulo - Brasil; Octavio Mattasoglio Neto Neto

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Diversity

Tagged Divisions

Mathematics Division (MATH)

Paper ID #39362Elaboration of a contextualized event for teaching eigenvalues andeigenvectors in the control and automation engineering courseJuliana Martins Philot, Instituto Mau´a de Tecnologia - Brazil I hold a B.A. in Mathematics from Universidade Estadual Paulista J´ulio de Mesquita Filho - UNESP (2007), a M.Sc. in Mathematics from Universidade Estadual Paulista J´ulio de Mesquita Filho - UNESP (2010) and a Ph.D. in Mathematics Education from Pontif´ıcia Universidade Cat´olica de S˜ao Paulo - PUC- SP (2022). I have experience in Mathematics Teaching for Engineering courses since 2009 and currently I am a

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

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)

. 1–6.[14] L. E. Montero-Moguel and V. Vargas-Alejo, “Ciclos de modelación y razonamiento covariacional al realizar una actividad provocadora de modelos,” Educación Matemática, vol. 34, no. 1, pp. 214–248, Apr. 2022, doi: 10.24844/EM3401.08.[15] E. Hamilton, R. Lesh, F. Lester, and M. Brilleslyper, “Model-eliciting activities (MEAs) as a bridge between engineering education research and mathematics education research,” Advances in Engineering Education, vol. 1, no. 2, pp. 1–25, 2008.[16] R. Lesh, J. Zawojewski, and G. Carmona, “What mathematical abilities are needed for success beyond school in a technology-based age of information?,” in Beyond constructivism: Models and modeling perspectives on mathematics problem

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)

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

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

requires students to apply the procedure forsolving a problem (in this class, usually solving a differential equation) in a way that studentshave seen previously. In 2022, these questions were re-scored by one person (they originally had different rubrics andgraders) and the resulting scores were compared. The two conceptual problems are picturedbelow. In the first one, students needed to understand what it means for a function to be asolution of a differential equation to determine whether the given function solved the givendifferential equation. In the second one, they needed to understand the existence and uniquenesstheorem for first order linear equations enough to determine its conclusions for two differentinitial value problems with the same