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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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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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

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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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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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 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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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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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

Hui Ma, University of Virginia

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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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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

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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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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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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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 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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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

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

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Mathematics Division (MATH)

engineering students to leave their degree program aretheir first mathematics courses [1], upon which all subsequent engineering concepts rely. Beyondmastering foundational calculus concepts and their practical applications, engineering studentsare honing their skills in mathematically framing, executing, and articulating solutions withindiverse problem-solving contexts [2]. While success in these endeavors is often connected tocognitive predictors such as the student’s GPA and past academic success, test scores, andintelligence [3], they only account for about 15% of the variance in academic success [4]. Incontrast, non-cognitive predictors, generally defined as those skills, attitudes, beliefs andstrategies that affect academic performance but are

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

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Mathematics Division (MATH)

) Award for his contributions to engineering education. ©American Society for Engineering Education, 2025 The Role of Mathematical Modeling in Integrating Disciplinary and Societal Knowledge: An Epistemic Network Analysis StudyIntroductionMathematical modeling is a critical component of the engineering design process [1]. Since thedesign process distinguishes engineering from other disciplines, mathematical modeling plays afundamental role in engineering practice, allowing engineers to describe, analyze, and predicttheir designs [2]. These mathematical models contribute in addressing questions that arise duringthe engineering design process [3]. Mathematical modeling is essential for

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

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Mathematics Division (MATH)

improving the retention of under-performingstudents, but these tools are too labor-intensive for faculty to apply in large introductory courses.Additionally, many struggling students are limited by non-cognitive factors such as fear offailure, social anxiety, and general overwhelm. There is a need for large-format, scalableinstructional tools that both engage students in course material and address non-cognitive factorsin an appropriate way.This Work In Progress will present the effects of a remedial intervention, the “reflectiveknowledge inventory”, at improving student outcomes in Calculus 1. In the intervention, studentsimprove their exam score by submitting a “reflective knowledge inventory”. Expert learnersknow that new skills are best built

Conference Session

MATH - Student Mindsets in Mathematics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thiwanka Nethali Fernando, University of Virginia; Meiqin Li, University of Virginia

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Mathematics Division (MATH)

, relying on the Views about Mathematics Survey(VAMS), a standard instrument for collecting data on student views. The second one conducted byHyland (2020), employed a 2+1 structure, consisting of two lectures followed by a tutorial orrecitation each week.In contrast, our institution uses a fully worksheet/tutorial-based approach with no formal lectures.Additionally, while Hyland’s research questions focus on the changes made to their tutorialmethods, our study centers on students’ perception about the IBL method, drawing on Laursen andRasmussen’s four pillars of Inquiry-Based Mathematics Education (IBME), Laursen (2019).Research questions:Specifically, we investigate students’ perceptions on the following research questions: 1. To what extent

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

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Mathematics Division (MATH)

theirdeeper interests, but far too many leave engineering because of gatekeeper courses. Rather thanallowing students to explore engineering, the gatekeeper mathematics courses discouragestudents from continuing to engineering; and the lower students’ math placement, the longer theymust wait to experience engineering, as they slog through courses taught by and formathematicians. Figure 1. Number of students who left versus persisted in the engineering major, by math placement (cumulative data from Dartmouth graduating classes of 2014 through 2023)Figure 1 paints a dire picture around these inequities: Students at Dartmouth with an engineeringinterest who placed into Precalculus were almost never retained in engineering (only ~5% of thestudents

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

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Mathematics Division (MATH)

a single semester through an accelerated boot camp style,math course. Students selected to participate in the Math Launch pathway begin their first term(fall or spring) as part-time students (9-11 credit hours) and are provided with a dedicatedsupport team to assist them throughout their first semester math course. Math Launch givesstudents in calculus critical majors the opportunity to prepare for calculus 1 through a structured,accelerated program while providing additional services to support them in their designated mathcourse. Students register for a 3-credit hour math course (MAC1906 – Independent Study) andhave the opportunity to master three subject areas (courses), potentially becoming calculus 1ready by the beginning of their

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

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Mathematics Division (MATH)

functions by exploring axial deformation under tension in barsof variable cross-sectional area. The paper discusses these examples and others along with theoverall sequence of labs, how they intersect with the concurrent engineering courses or previewfuture engineering/physics courses, and how they fit together as a whole to support both theprecalculus course learning outcomes and the larger goals of the learning community experience.We also share initial student feedback on the lab activities.IntroductionPlacing into an algebra or precalculus course can be a “death sentence” [1] for some students’goals to study engineering as it means they must wade through quarters, if not years, ofprerequisite material for which they might see little relevance

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

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Mathematics Division (MATH)

avoid using advanced mathematical concepts in theircourses.1. Introduction In engineering students’ early college experience, math courses often pose a point ofstruggle. While some students see them as a “gateway to engineering”, others view them as“gatekeepers” [1]. Math courses, particularly, calculus-focused courses, are often perceived withboth scaffolding and litmus properties, which on one hand, prepare students for their higher-levelSTEM education and, on the other, filter them out [1], [2]. However, the effects of filtering arefelt more prominently than those of scaffolding [2]. Hence, these math courses often lead to highdropout rates in the initial years and continued challenges in the later years through application-related

Conference Session

MATH - Student Mindsets in Mathematics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia; Diana D Morris, University of Virginia; Lindsay Wheeler

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Mathematics Division (MATH)

students experiencing a slight decline indisciplinary identity and URM students reporting reduced disciplinary sense of belonging overtime. These trends, though not statistically significant, highlight the need for targeted efforts tobetter support these groups.Keywords: Calculus, mastery grading, long-term effects, student success, student perceptionIntroductionAlternative grading practices have been increasingly adopted in STEM education due to its focuson student growth and well-being. Mastery grading, as one of the alternative grading approaches,breaks course material into specific learning targets, and students are allowed multiple attemptsto demonstrate mastery in each learning target [1]. The goal is to create a supportive andinclusive