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

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Diversity

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Mathematics Division (MATH)

engineering course. Two upper-level students were selected to lead theSI sessions while providing peer mentorship and community engagement for the first-yearstudents. The faculty teaching both courses worked together with the peer mentors to develop aplan for the SI sessions.This paper will detail the SS Program and analyze the performance of the students in their firstquarter at the university. Data from common exams given in their precalculus and engineeringcourses will be used to examine the effectiveness of the program.MotivationFirst-year engineering students are at-risk for high attrition rates [1], [2]. Social issues,independence, adapting to a new environment, foundational knowledge, and other factors havebeen determined as possible

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

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Mathematics Division (MATH)

Group.Dr. Octavio Mattasoglio Neto Neto Undergraduate in Physics (1983), master in Science (1989) and phd at Education (1998) all of them from Universidade de S˜ao Paulo. Professor of Physics at Mau´a Institute of Technology, since 1994 and President of Teacher’s Academy of the same Institute, ©American Society for Engineering Education, 2023 Elaboration of a Contextualized Event for teaching eigenvalues and eigenvectors in the Control and Automation Engineering programIntroductionResearch in Mathematics Education, for example, [1], [2], [3], [4], [5], [6] have explored thesubject of Linear Algebra

Conference Session

Mathematics Division (MATH) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meiqin Li, University of Virginia

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Mathematics Division (MATH)

22 Introduction 23 Content Revision 54 Implementation 7 4.1 Lecture: Interactive MATLAB live script is incorporated . . . . . . . . . . . 8 4.1.1 Example 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 4.1.2 Example 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 4.2 Active learning by doing in-class group worksheets with MATLAB problems embedded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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

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Mathematics Division (MATH)

, enabling them to save a significant amount oftime by benefiting from the insights presented in this paper.In this paper, the examined methods were divided into two broad categories: (1) pedagogicalmethods focusing on specified linear algebra contents such as “span”, “linearly independence”,“linear transformation”, etc., and (2) general instructional pedagogical methods focusing on thecourse instead of specific topics, such as “flipped classroom”, “active learning”, “technologyintegration” etc. We read more than 70 literatures and only included those methods that areapplicable for teaching engineering students in this paper. For instance, we excluded theliterature that investigated different approaches to master proofs of some linear algebra

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

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Mathematics Division (MATH)

grading for students with thelowest diagnostic scores going into Calculus I. The final exam itself was structured to containboth straightforward, single-concept “Level 1” questions and more challenging, multi-stepquestions that blended multiple topics, “Level 2” questions. There was no significant differencein the performance between students with traditional grading vs. mastery grading for either levelof questions.IntroductionThe vast majority of students entering the school of engineering at our university take Calculus IIor III in their first semester. However, the number of Calculus I students rose sharply during thepandemic, ultimately reaching 23% in Fall 2023. Students who do take Calculus I enter with awide range of high school math

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)

properties of the transformation, which isparticularly relevant in computer graphics, robotics, and control theory. To learn the concept ofchange of basis, change of basis matrix (CBM) is the foundation since it defines the specificchange from one coordinate system to another coordinate system.There are literatures exploring different approaches, practices, and applications for linear algebraconcepts such as “span” [1], [2], [3], [4], [5] , “linear independence” [1], [2], [4], [6], [7], [8],[9], and “eigenvalues/eigenvectors” [10], [11], [12], [13], [14], [15]. There are also researches onpedagogical innovations of teaching linear algebra with or without programming technologyincorporated into the course to reinforce students’ understanding [16

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)

science, and statistics. Despite its computationalnature, the subject's topics often delve into abstract and conceptual realms. Recognizing theacknowledged challenges and obstacles associated with learning linear algebra [1], [2], [3],a plethora of teaching practices, strategies, and resources have been explored to address thedifficulties encountered by students in grasping these abstract concepts. In this paper, we explorethe potential, from the student perspective, of one possible strategy: incorporating the use ofMATLAB into an engineering Linear Algebra course.Many efforts have aimed to make the study of linear algebra more accessible, engaging, andconducive to effective learning outcomes. Researchers have also emphasized the

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)

engage in these processes as part of mathematicalmodeling, and how this approach can be useful for providing future recommendations forcurricula and learning outcomes alignment in engineering education.IntroductionThe challenges of the 21st century require students to engage in activities that enable them to“learn the importance of such decisions as what to measure, what to keep constant, and how toselect or construct data collection instruments” [1, p. 58]. This activities are especially critical forengineering students because engineers are required to develop measurement processes duringthe mathematical modeling of designs [2]. Despite the significance of developing measurementprocesses in engineering education, ABET student learning outcomes

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary E. Lockhart, Texas A&M University; Noor Hakim; Vainavi Chilukuri, Texas A&M University; Jason Champagne; Karen E. Rambo-Hernandez, Texas A&M University; Robin A.M. Hensel, West Virginia University

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Diversity

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Mathematics Division (MATH)

Mathematical Preparation and Engineering PersistenceAbstractThis work-in-progress research paper is at the early stages seeking to further understand the linksbetween incoming engineering students’ mathematical preparation and their actual degreeattainment in engineering. The importance of mathematical achievement and preparation toengineering persistence has long been studied. This investigation seeks to further enhance thisresearch-base. A sample of 450 incoming engineering majors were divided into three differentengineering tracks by their university based upon their level of mathematics preparation:Engineering Track 1 (Calculus-ready), Engineering Track 2 (Calculus-ready with Precalculusreview), and Engineering Track 3 (College Algebra-ready

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia

Tagged Divisions

Mathematics Division (MATH)

engineering students should provide at least five things to lead to students’further academic success and prepare them for the job market: 1) material mastery, 2)communication, and collaboration, 3) software/programming skills, 4) learning andmetacognition, and 5) confidence. Students in traditional lecture-based classrooms may not betaught these skills [1][2]. Numerous studies have shown that active and cooperative learningclasses are better at addressing these than traditional lecture-based classes [3]. Some examples ofActive learning (AL) and Cooperative learning (CL) [4] are 1) Flipped classroom, 2) Studentpresentation, 3) Student projects, 4) Student discussion, and 5) Student group work.A traditional calculus class is often content-driven and

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Blessner, Pennsylvania State University, Wilkes-Barre Campus

Tagged Divisions

Mathematics Division (MATH)

= 𝑠𝑖𝑛(𝑥) = 𝑥 − + 6 120 2 4 𝑥⁄ = 𝑐𝑜𝑠(𝑥) = 1 − 𝑥 + 𝑥 𝐴 2 24 𝑦⁄ 𝑥 3 2𝑥 5 𝑥 = 𝑡𝑎𝑛(𝑥) = 𝑥 + 3 + 15 𝐴2 = 𝑥 2 + 𝑦 2 1This paper is not written from a research perspective. There was no collectedstudent data. This paper will contain a full written abbreviated chapter that can beincluded in any first semester trigonometry or physics course. Formula derivationswill not be included, and knowledge of radian measure will be assumed

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

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Diversity

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Mathematics Division (MATH)

Exploiting a Grading Option to Measure Mathematics Confidence of Engineering StudentsBackgroundIn the study [1], we investigated the impact of COVID-19 on Applied Mathematics (APMA) courses inour Engineering School. Our survey of students who took at least one APMA course during Spring 20,Fall 20, and Spring 21 found that they were more likely to choose credit/no-credit grading for APMAcourses than for their major-related courses. We hypothesized that students lacked confidence in theirAPMA skills and preferred to focus on the major courses. This suggests that COVID-19 has significantlyaffected student performance and perception of APMA courses. Further research is needed to understandthe underlying reasons for these

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Mathematics Division (MATH)

col- laborations between countries in Latin American and the European Union (EU). ©American Society for Engineering Education, 2023Our Learning Experience with MATH 101, a Virtual and Adaptive Remedial Course1. IntroductionThe lack of mathematics proficiency among high school students in Guatemala is a significantconcern (see [1] for details). Some students wishing to pursue a university degree in science orengineering face difficulties in their first year, as a strong background in mathematics is requiredto succeed in these fields. This problem is also evident at Galileo University, where many first-year engineering students struggle to pass their first mathematics course. This

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hunter Christopher Fred, Western Kentucky University; Ryan Bennett Greenwood, Western Kentucky University; Shane Mathew Palmquist, Western Kentucky University

Tagged Divisions

Mathematics Division (MATH)

infinitesimals workwithin the context of mathematical arithmetic. Of importance throughout this paper is basicfundamental arithmetic, which is what led to the development of the web-based errorless infinitycalculator software tool.For this work in developing and creating the errorless calculator, the authors introduce a new setof numbers referred to as omnifinites. Generally, in mathematics, a number is an arithmeticvalue used to represent a quantity. This definition implicitly implies a concept of size as well asorder, but not explicitly. For omnifinites, this definition is used as well. For the Greeks, indefining and describing a number, the concept of “The part of a number is less than the whole.”was foundational [1-3]. This concept was the governing

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

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Mathematics Division (MATH)

. Additionally, using this method, teachers self-organize,examine, assess, and orient learning for students both within and beyond the classroom. This goesbeyond merely transmitting knowledge to students.Calculus has many useful applications. This topic reveals itself in its numerous and significantapplications in practice and in many branches of science, particularly physics, which hashistorically been most closely associated with analysis. According to Kleiner [1] for three centuries(18th, 19th, 20th), the primary quantitative instruments for analyzing scientific issues have beencalculus, modern physics, and engineering. Calculus cannot, then, solely concentrate on solvingproblems of pure mathematics while ignoring the chance to show students the

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia

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Diversity

Tagged Divisions

Mathematics Division (MATH)

students who begin with Calculus I has slowly grown to around 24%.Please see Figure 1 for the trend of Calculus I enrollment over the last eight years.Figure 1. Enrollment in Calculus I over the past eight years 900 30.00% 800 25.00% 700 600 20.00% 500 15.00% 400 300

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

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Mathematics Division (MATH)

- uity issues in mathematics. She has studied problem solving in introductory statistics students, the impact of individualized online foundational math courses, and co-founded a research-based STEM Fellows pro- gram. Present work also includes the analysis for an ongoing discrimination study examining the lived experiences of undergraduate students. ©American Society for Engineering Education, 2023 Work-in-Progress: A Structural Change in Calculus SequencesIntroductionAs our society has become technology reliant, the need for a STEM trained populace grows[1],[2]. Despite this growing need, the US is behind other nations in math and science academicperformance and in the percentage of STEM majors

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hadas Ritz, Cornell University

Tagged Divisions

Mathematics Division (MATH)

;Gradescope where students submitted most written work, and where TAs graded all quizzes andexams; WeBWorK 1 , an online platform for automatically grading a large variety of mathproblems, for weekly practice problems and a limited number of “checkpoints” (described morefully below). This paper’s author was the main architect of the grading scheme overhaul.Unfortunately, at the beginning of the semester the second instructor fell ill and was replacedseveral weeks into the semester. The substitute instructor had not been planning to teach a largecourse that term, and as such focused mainly on lectures and writing exam problems, but was notavailable for much additional help.Students in the course attend 50-minute lectures three times a week, and a 50

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caleb Wilson Hendrick, University of Maine; Karissa B Tilbury

Tagged Divisions

Mathematics Division (MATH)

including: 1) bio-instrumentation,2) drug kinetics, 3) mechanical systems, and 4) organ models. Undergraduate biomedicalengineering students frequently struggle with the intersection of mathematics in these domains asthe problems require students to freely recall various techniques to solve systems of differentialequations in story-problems. This is in contrast with many differential equations textbooks thatemphasize rote memorization methods or provide subtle hints of the particular method and orprocess to be used to solve pre-written mathematical functions. Within engineering disciplines, itis important for students to actively read story problems or interview stakeholders to identify keyconstraints, and governing physical and biological

Conference Session

Mathematics Division (MATH) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University

Tagged Divisions

Mathematics Division (MATH)

students' proficiency inboth areas.Analytical data from assignment evaluations and student feedback indicate that integratingMATLAB into the mathematical analysis course effectively develops sophomore students'programming skills. 1. Introduction:The integration of computer programming in engineering education has become increasinglyessential, especially in the sophomore year when students are expected to tackle more complexengineering problems. Recognizing this need, most engineering curricula require a computerprogramming course, often taught using traditional languages like Python, C, or JAVA. Whilethese languages have their merits, their complexity can be a barrier for students who are stilldeveloping their engineering problem-solving skills

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)

' Excellence in an Engineering Calculus Course1. IntroductionIt is well known that a significant number of freshmen engineering students often face a lack ofmotivation while studying calculus due to different factors that can be discouraging and affecttheir performance not only in this course but also in their overall university experience. A limitedmathematical background coupled with the theoretical and abstract nature of calculus may leadsome students to feel overwhelmed and demotivated [1]. Furthermore, most first-yearengineering students aim to solve real-world problems from their first days of class; however,they find themselves loaded with theoretical courses that seem distant from engineeringapplications at the early stage of their academic

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)

textbooks [1–10] have embraced visual ex-planations, with notable contributions from Apostol and Mamikon [10]. Their workstands out for explaining the integration of certain functions without heavy relianceon mathematical formulas, marking a noteworthy departure from conventional in-structional methods. Expanding on the incorporation of visual and intuitive methodologies, the fieldsof ”Control Systems” Physics have seen insightful contributions from works such as[11, 12]. In the digital domain, content creators like 3Blue1Brown [13] leveraging theopen-source Python library Manim for interactive animations, have made significantstrides in teaching foundational STEM concepts. It stands out for its clear visualiza-tions and comprehensible

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)

and discussed.Introduction/MotivationLouisiana Tech University operates on a quarter calendar but awards semester credit hours(SCH). This is accomplished by extending the meeting time for classes. For example, a 3 SCHclass will typically meet for 75 minutes three times a week, or for 110 minutes twice a week for10 weeks. One advantage this affords is students majoring in engineering and other STEMprograms can begin in Precalculus without being behind in their curriculum, leading to benefitsin retention [1]. This and other contributing factors have led to Precalculus serving as a gatewayfor most incoming freshmen into engineering and other STEM programs.In the 2022-2023 academic year, well over 50% of incoming students in the College

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)

include experimental geotechnics, numerical modeling, liquefaction assessments, and dam safety. She is also interested in issues related to women in engineering and has published numerous articles in ASEE conferences.Maribel Viveros, University of California MercedBianca Estella Salazar, University of California, MercedChangho Kim, University of California, Merced Changho Kim is Assistant Professor of Applied Mathematics at the University of California, Merced. He is participating in the ”Why, What and How” Calculus project as co-PI. ©American Society for Engineering Education, 2024Interest & Engagement Tactics for Success 1

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

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Diversity

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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

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)

Students' Performance and Beliefs about MathematicsInquiry-oriented (IO) instruction is one of many inductive teaching approaches that relies heavilyon active student learning. However, there are key features that distinguish IO instruction fromactive learning in other classrooms. Traditionally, if students actively participate in a universitymathematics class, it is after an instructor has presented key concepts and procedures. That is,their engagement is that of practice. In an IO classroom, however, students are expected toreinvent mathematics in their quest to solve real-world problems [1]. Therefore, the applicationsprecede and motivate, rather than follow, the theory.In an IO course, students are presented with novel problems; they are not

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)

“lessons learned” from two versions of this alternativegrading scheme are presented here as “best practices” which we hope will be useful for otherfaculty wishing to implement standards-based grading on a large scale.IntroductionAlternative grading schemes encompass a large variety of course assessment rubrics and a largevariety of implementations of the different styles. Some examples include Mastery BasedGrading, Standards Based Grading, Specifications Grading, and Ungrading, among others [1, 2].Motivations for implementing a course assessment scheme different from a traditionalpoint-based rubric include encouraging a growth mindset in students, reducing testing anxietywhich may occur due to high-stakes exams, and requiring students to solve

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meiqin Li, University of Virginia; Stacie Pisano, University of Virginia; Jennifer Felder Marley, University of Virginia; Anne M Fernando, University of Virginia; Lindsay Wheeler, University of Virginia

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Diversity

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Mathematics Division (MATH)

implementation of a dedicated precalculus course.To address these obstacles, the aim of this study is to understand the impact of accessibleprecalculus practice opportunities to all students, with the goal of enabling them to enhance theirprecalculus skills without feeling overwhelmed. This objective was achieved by integratingprecalculus instruction into the curriculum of Calculus II and assessing its outcomes.Literature ReviewThere is acknowledgement that the math course entry point in curricula for engineering studentsmay differ among students based on socio-economic and minority classifications. Those who arefirst generation college students, Underrepresented Minority (URM)1 students, or those with feweracademic opportunities in secondary education

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)

get some intuition/visualization for it. For example, when we try to take thelimit of the ratio of the function of f1 (x) = x + 2 and the function of f2 (x) = 2x + 3as x approaches infinity, we simply apply L’Hˆopital’s rule to get: d f1 (x) x+2 dx (x + 2) 1 1 lim = lim = lim d = lim = (1) x→∞ f2 (x) x→∞ 2x + 3 x→∞ (2x + 3) x→∞ 2 2 dx Another example, when x approaches 0: d 1 − ex

Conference Session

MATH - Student Readiness for Mathematics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen C Enderle, Clemson University; Megan Che

Tagged Divisions

Mathematics Division (MATH)

Model for the Secondary-TertiaryTransition in Mathematics developed by Clark and Lovric [1],[2] is completed. The theoreticalmodel proposes that the secondary-tertiary transition in mathematics is a rite of passage [1],[2].During the transition, students may struggle due to differences in high school and collegemathematics [1],[2]. Because of this struggle, mathematics is commonly characterized as agatekeeper to Science, Technology, Engineering, and Mathematics (STEM) degrees [3].Therefore, for mathematics-heavy STEM majors, such as engineering, mathematics courserequirements could inhibit STEM degree completion. By better understanding the secondary-tertiary transition in mathematics, student accessibility to college mathematics could