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)

Covid-19 on Applied MathematicsCourses for Engineering Students. In 2022 ASEE Annual Conference & Exposition.[2] Besser, A. et al. (2020) ‘Adaptability to a sudden transition to online learning during the COVID-19pandemic: Understanding the challenges for students.’, Scholarship of Teaching and Learning inPsychology. doi:10.1037/stl0000198.[3] Faulkner, B., Earl, K. and Herman, G. (2019) ‘Mathematical Maturity for Engineering Students’,International Journal of Research in Undergraduate Mathematics Education, 5(1), pp. 97–128.doi:10.1007/s40753-019-00083-8.[4] Jamalpur, B. et al. (2021) ‘A comprehensive overview of online education – Impact on engineeringstudents during COVID-19’, Materials Today: Proceedings. doi:10.1016/j.matpr.2021.01.749

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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Mathematics Division (MATH)

. 1, pp. 1–19, 2011, doi: 10.1037/h0100597. 12. (G. Illescas, A. Alvarado, y J. Portillo, “Active, topic-centered learning”, en 2019 ASEE Annual Conference & Exposition Proceedings, 2020. 13. K. Durkin y B. Rittle-Johnson, “Diagnosing misconceptions: Revealing changing decimal fraction knowledge”, Learn. Instr., vol. 37, pp. 21–29, 2015. 14. R. M. Welder, “Improving algebra preparation: Implications from research on student misconceptions and difficulties: Improving algebra preparation”, Sch. Sci. Math., vol. 112, núm. 4, pp. 255–264, 2012. 15. K. Falkner, L. Levi, y T. Carpenter, “Early childhood corner: Children’s understanding of equality: A foundation for algebra”, Teach. Child. Math., vol. 6, núm

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)

districts‬‭[3]‬‭, high school students had varied learning‬ ‭experiences during this time.‬‭ ecent work has shown that the pandemic significantly affected student test scores. Kuhfeld et‬R‭al. used test scores from 5.4 million students between grades 3 and 8 to measure achievement‬ ‭differences in math and reading from before the pandemic to Fall 2020 and Fall 2021. They‬ ‭found that students' math scores dropped more than their reading scores compared to Fall 2019.‬ ‭The gaps were significantly larger for students from low-socioeconomic status (SES)‬ ‭backgrounds and underrepresented minorities‬‭[10]‬‭.‬‭This aligns with reports from the early‬ ‭pandemic that showed that the effects of school closures could exacerbate achievement gaps‬

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