Displaying all 8 results
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- MATH - Student Readiness for Mathematics
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- 2025 ASEE Annual Conference & Exposition
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- Karen C Enderle, Clemson University; Megan Che
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- Mathematics Division (MATH)
during the students transition to college.Dr. Megan Che ©American Society for Engineering Education, 2025 A Citation Analysis of the Theoretical Model for Secondary-Tertiary Transition in MathematicsKaren C. Enderle Dr. S. Megan Che, Ph.D.Dept of Teaching and Learning Dept of Teaching and LearningCollege of Education College of EducationClemson University Clemson University,Clemson, SC, USA Clemson, SC, USAIntroductionIn this conceptual essay, a citation analysis of the Theoretical
- Conference Session
- Mathematics Division (MATH) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Laine Schrewe, Otterbein University
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- Mathematics Division (MATH)
supportstudents who struggle with math coursework. To stay true to the mission of the Mindset Reportand the overarching goal of having more diverse representation in the engineering field,continued work needs to be done to address this issue, and this ongoing study aims to discoverand highlight targeted interventions that can be implemented to help achieve these goals byincreasing self-efficacy and ultimately retention.References[1] Bertoline, G. R. (Ed.). The Engineering Mindset Report: A Vision for Change in Undergraduate Engineering andEngineering Technology Education. Retrieved August 1, 2024, from https://mindset.asee.org/wp-content/uploads/2024/09/The-Engineering- Mindset-Report.pdf, 2024.[2] Carvell, J. D., Klanderman, S., & Cohen, S. T. Work
- Conference Session
- MATH - Hands-On Curriculum in Mathematics Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Djedjiga Belfadel, Fairfield University; Danushka Bandara, Fairfield University
- Tagged Divisions
- Mathematics Division (MATH)
, where students engage with foundational material before class,supports active programming practice and collaborative problem-solving during class time. Addingstructured group work, peer feedback opportunities, and teaching assistant support will further enhancethe learning experience and maintain its interactive nature.Requiring MathWorks certification and using auto-graded programming modules help ensure consistentengagement and measurable learning outcomes. This approach provides a solid framework for fosteringactive learning and supports the development of both individual and team-based skills in engineeringeducation.References[1] P. T. Goeser, W. Johnson, S. L. Bernadin, and D. A. Gajdosik-Nivens, “Work-in-Progress: TheImpact of MatLab
- Conference Session
- MATH - Student Mindsets in Mathematics
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Blake A. Farman, Louisiana Tech University; Ann Clifton, Louisiana Tech University; William C. Long, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University
- Tagged Divisions
- Mathematics Division (MATH)
impacts student learning andengagement. With continued investigation and collaboration, SBG has the potential to transformgrading practices in STEM education, promoting mastery and meaningful learning for allstudents.References [1] C. Vatterott, Rethinking grading: meaningful assessment for standards-based learning. Alexandria, Virginia: ASCD, 2015. [2] U. Dudley, “What is Mathematics For?” in The Best Writing on Mathematics 2011, M. Pitici, Ed. Princeton University Press, Dec. 2011, pp. 1–12. [Online]. Available: https://www.degruyter.com/document/doi/10.1515/9781400839544.1/html [3] S. B. Kleinman, M. B. Leidman, and A. J. Longcore, “The changing landscape of grading systems in US higher education,” Perspectives: Policy and
- 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)
Journal of Research in Educaiton and Sciences, vol. 5, no. 1, pp. 355-373, 2019.[2] C. F. Oretaga-Barba, H. X. Ramirez-Perez and S. M.-P. Andrade, "Who are we receiving at the university? The impact of COVID-19 on mathematics and reading learning in high school," Frontiers in Education, vol. 9, 2024.[3] D. Dewey, E. Fahle, T. J. Kane, S. F. Reardon and D. O. Staiger, "Federal Pandemic Relief and Academic Recovery," 2024.[4] M. Polikoff, I. Clay and D. Silver, "Beyond test scores: Broader academic consequences of the COVID-19 pandemic on American students," Center for Reinventing Public Education, 2023.[5] J. Hampikian, J. Gardner, A. Moll, P. Pyke and C. Schrader, "Integrated Pre-Freshman Engineering and Precalculus
- Conference Session
- MATH - Student Readiness for Mathematics
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Evelyn Peter Leopold, The College of New Jersey; Ashish Agrawal, Rochester Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics Division (MATH)
specifies eight different mathematical competencies, and defines amathematical competency as “a well-informed readiness to act appropriately in situationsinvolving a certain type of mathematical challenge” [11, p. 49, italics in original]. Thesecompetencies cover two broader capabilities: 1) asking and answering mathematical questionsand 2) working and communicating with mathematical language and tools. While competenciescan overlap in that one competency may be needed to achieve other(s), each competency isindividually distinct from the others. Table 1 provides the working definitions of eachcompetency, redefined based on the authors’ interpretation. Table 1: KOM Competencies and Definitions Competency Definition
- Conference Session
- MATH - Hands-On Curriculum in Mathematics Education
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- 2025 ASEE Annual Conference & Exposition
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- Vivek Singhal, University of Wisconsin - Stout; Devin R. Berg, University of Wisconsin - Stout
- Tagged Divisions
- Mathematics Division (MATH)
. Sensors and Materials, 35(4), 1161. https://doi.org/10.18494/sam4015[6] Barbosa, G., Varanis, M., Delgado, K., & Oliveira, C. (2020). An acquisition system framework for mechanical measurements with python, raspberry-pi and mems sensors. Revista Brasileira De Ensino De Física, 42. https://doi.org/10.1590/1806-9126-rbef-2020- 0167[7] Cruz-Ramírez, S. R., García-Martínez, M., & Olais-Govea, J. M. (2022). NAO robots as context to teach numerical methods. International Journal on Interactive Design and Manufacturing (ijidem), 16(4), 1337-1356.[8] Herceg, Đ., & Herceg, D. (2019, September). Arduino and numerical mathematics. In Proceedings of the 9th Balkan Conference on Informatics (pp. 1
- 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)
Course Design and Instructional Practices.”[18] Y. Akbulut and C. S. Cardak, “Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011,” Computers & Education, vol. 58, no. 2, pp. 835–842, Feb. 2012, doi: 10.1016/j.compedu.2011.10.008.[19] H. L. Eyre, “The Behavior Analyst Today Keller’s Personalized System of Instruction: Was it a Fleeting Fancy or is there a Revival on the Horizon?” [Online]. Available: http://www.webcapsi.com[20] S. Purao, M. Sein, H. Nilsen, and E. A. Larsen, “Setting the Pace: Experiments with Keller’s PSI,” IEEE Transactions on Education, vol. 60, no. 2, pp. 97–104, May 2017, doi: 10.1109/TE.2016.2588460.[21] A