Displaying all 8 results
- Conference Session
- Mathematics Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Luke A. Duncan, Clemson University; Karen A. High, Clemson University; Kaileigh A. Byrne, Clemson University; Rachel Nicole White, Clemson University
- Tagged Divisions
- Mathematics
education by attending medical school and studying immunology. She is interested in using the problem-solving skills that she has developed in her undergrad career and applying them to health and medicine. American c Society for Engineering Education, 2021 Exploring the Relationship Between Math Anxiety, Working Memory, and ExperiencesintroductionMath anxiety has been described as “a feeling of tension, apprehension, or fear that interfereswith math performance” [1]. Math anxiety is all too common in classrooms and can be a barrierto students reaching their fullest potential by limiting their career paths [2], [3]. Studies haveshown there
- Conference Session
- Mathematics Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Mary Katherine Watson, The Citadel; Tara Hornor, The Citadel; William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel
- Tagged Divisions
- Mathematics
personal judgements about their abilities to achieve specific goals[11]. Indeed, some work has shown that students’ beliefs about their past achievement well-predicts their future performance [12]. Math self-efficacy refers to one’s specific beliefs aboutunderstanding math concepts and applying related skills [13]. For engineering students, mathself-efficacy is important because it may impact general engineering self-efficacy and in turnretention and performance [14-16]. The Mathematics Self-Efficacy and Anxiety Questionnaire(MSEAQ) is one instrument available for quantifying math self-efficacy. The MSEAQconsiders five dimensions of math self-efficacy, including: General Mathematics Self-Efficacy,Grade Anxiety, Future Courses/Careers, Asking In
- Conference Session
- Mathematics Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics
assessment. Dibbs’ manuscript was interesting; she studied 8students who were required to repeat calculus at the beginning of their STEM careers, and whoexperienced formative feedback the second time. Through interviews, Dibbs found that participantsidentified three primary reasons for their success the second time around: (1) processing their initialfailure, (2) having a better instructor, and (3) participating in formative assessments. In her analysis, shefound that formative assessment is what caused the cognitive and behavioral engagement benefits. Thesestudents later succeeded in STEM, with 6 eventually receiving a math major or minor.In summary, effective use of formative assessment has the potential to high-information feedback thathelps
- Conference Session
- Mathematics Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Emre Tokgoz, Quinnipiac University; Samantha Eddi Scarpinella , Quinnipiac University; Michael Giannone, Quinnipiac University
- Tagged Divisions
- Mathematics
East Hartford, CT as well as Crash Safety located in East Hampton, CT. Both of these experiences has helped him strengthen his knowledge in data analytics and optimization. One of Michael’s biggest interests in Ergonomics and Human Factors which he plans to purse later in his career. American c Society for Engineering Education, 2021 Analysis of STEM Students’ Ability to Respond Algebra, Derivative, and Limit Questions for Graphing a Function 1 Emre Tokgöz, 1Samantha Scarpinella, 1Michael Giannone 1 Emre.Tokgoz@qu.edu, 1 Samantha.Scarpinella@qu.edu
- Conference Session
- Mathematics Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Salvador Mayoral, California State University, Fullerton; Antoinette Sherrise Linton, California State University, Fullerton; Hassan Yousefi, California State University, Fullerton; Jidong Huang, California State University, Fullerton
- Tagged Divisions
- Mathematics
of lower-division and upper-division courses taken by Engineering and Computer Science (ECS) studentsat California State University, Fullerton (CSUF) demonstrates an achievement gap betweenstudents. The achievement gap begins in the lower-division math and physics courses, which areprerequisites for engineering courses. Figure 1 below presents a box and whiskers plot of therepetition rate between Fall-2014 to Fall-2016 for six lower-division courses. An "×" indicatesthe three-year average. Calculus I and Calculus II yielded the highest values with averagerepetition rates of 36% and 45%, respectively. Repetition of these courses will delay students'graduation and potentially discourage first-year students from pursuing STEM careers. Figure
- Conference Session
- Mathematics Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Allen J. Antoine Jr, Rice University Office of STEM Engagement; Carrie A. Obenland, Rice University; Roger Ramirez, Rice University; Christopher Barr, Office of Research, Rice University; Matthew Cushing, Rice University; Carolyn Aitken Nichol, Rice University
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics
collaboration was extended to include peer observations from contentspecific teachers outside their campus using a non-directive approach to observations [25].AMP! focuses on in-service 8th and 9th grade teachers while the goal of having them inspire,motivate, and encourage students. The impact of training teachers is amplified, as one teacherover a ten-year career can interact with thousands of students. Excellent teachers have studentswho perform better on tests, are more likely to attend college, enter jobs with higher salaries, aswell as have fewer social problems [26,27]. Among the multitude of school factors, teacherquality is the most influential in student outcomes extending beyond their academic years[28,29]. Yet, despite their vital
- Conference Session
- Mathematics Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Zeynep Akcay Ozkan, City University of New York, Queensborough Community College; Dona Boccio, City University of New York, Queensborough Community College ; Dugwon Seo, City University of New York, Queensborough Community College ; Sirin Budak, Univeristy of Wisconsin-Stevens Point
- Tagged Divisions
- Mathematics
competence effects among early career teachers in Germany,” Eur. J. Teach. Educ., 2020, doi: 10.1080/02619768.2020.1809650.[5] Sabaruddin, Marzuki, and Khairunnisak, “Pandemic Covid-19: The Opportunities and Challenges to Using ICT in Mathematics Learning,” IJEBD Int. J. Entrep. Bus. Dev. eISSN 2597-4785 pISSN 2597-4750, 2020.[6] J. Naidoo, “Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era,” Pythagoras, 2020, doi: 10.4102/PYTHAGORAS.V41I1.568.[7] R. Cassibba, D. Ferrarello, M. F. Mammana, P. Musso, M. Pennisi, and E. Taranto, “Teaching mathematics at distance: A challenge for universities,” Educ. Sci., 2021, doi
- Conference Session
- Mathematics Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics