Displaying all 13 results
- Conference Session
- MATH - Hands-On Curriculum in Mathematics Education
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- 2025 ASEE Annual Conference & Exposition
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- 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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- Diversity
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- Mathematics Division (MATH)
Paper ID #46384The Role of Mathematical Modeling in Integrating Disciplinary and SocietalKnowledge: An Epistemic Network Analysis StudyLuis E Montero-Moguel, The University of Texas at San Antonio Luis Montero-Moguel is a Ph.D. Candidate in Interdisciplinary Learning and Teaching specializing in STEM and Engineering Education education at The University of Texas at San Antonio (UTSA). Luis holds an MSc. in Mathematics Education from the University of Guadalajara and a BS in Mechanical Engineering. Luis is an NSF-CADRE fellow. As part of his doctoral program, Luis has earned a Graduate Certificate in iSTEM Education and a
- 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
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- Mathematics Division (MATH)
class observations suggest enhancedstudent engagement and comprehension. This study leads us to conclude that accelerometersserve as an effective hands-on tool for teaching numerical methods. By engaging students inexperiments and data analysis, they enhance their understanding of these techniques and acquirepractical skills relevant to engineering careers.Keywords: Accelerometers, Engineering Education, Numerical Differentiation, Noise Handling,Numerical Integration, Sensor Drift.IntroductionNumerical differentiation and integration serve as foundational concepts in mathematics andengineering. These concepts play a vital role in analyzing and modeling continuous phenomena,enabling accurate predictions and solutions to real-world problems. For
- Conference Session
- MATH - Works in Progress for Mathematics Education
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- 2025 ASEE Annual Conference & Exposition
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- Lauren Lazarus, Wentworth Institute of Technology
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- Mathematics Division (MATH)
Paper ID #49298Work-in-Progress: Reflections on Dynamical Systems Curriculum and PedagogyLauren Lazarus, Wentworth Institute of Technology Lauren Lazarus Melfi is an Assistant Professor of Applied Mathematics in the School of Computing and Data Science at Wentworth Institute of Technology. She most commonly teaches differential equations, linear algebra, and the calculus sequence. Her research in dynamical systems focuses on coupled oscillator networks and bifurcations in delayed oscillator models. ©American Society for Engineering Education, 2025 Work-in-Progress
- Conference Session
- MATH - Hands-On Curriculum in Mathematics Education
- Collection
- 2025 ASEE Annual Conference & Exposition
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- 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)
Paper ID #48136Hands-on Precalculus for Engineering: A Work in ProgressSeth Greendale, Whatcom Community CollegeProf. Eric Davishahl, Whatcom Community College Eric Davishahl serves as professor and engineering program coordinator at Whatcom Community College in northwest Washington state. His current project involves developing and piloting an integrated multidisciplinary learning community for first-year engineering. More general teaching and research interests include designing, implementing and assessing activities for first-year engineering, engineering mechanics, and scientific computing. Eric has been an active
- Conference Session
- MATH - Hands-On Curriculum in Mathematics Education
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Djedjiga Belfadel, Fairfield University; Danushka Bandara, Fairfield University
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- Mathematics Division (MATH)
Paper ID #45523Bridging Theory and Practice: Active Learning and Real-World Applicationsin Mathematical Analysis CourseDr. Djedjiga Belfadel, Fairfield University Dr. Djedjiga Belfadel is an Associate Professor and the Graduate Program Director for Electrical and Biomedical Engineering at Fairfield University, Connecticut. She earned her Ph.D. in Electrical and Computer Engineering from the University of Connecticut in 2015. Dr. Belfadel is deeply committed to teaching, with a focus on innovative, hands-on learning approaches in STEM education. She has successfully integrated active learning strategies into her
- Conference Session
- MATH - Hands-On Curriculum in Mathematics Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Michele McColgan, Siena College; George E Hassel, Siena College; Kamyar Pashayi, Siena College; Jason Morphew, Purdue University at West Lafayette (PPI); Junior Anthony Bennett, Purdue University at West Lafayette (COE)
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- Mathematics Division (MATH)
. Kamyar Pashayi, Siena College Dr. Kamyar Pashayi is an Associate Professor in the Department of Physics and Astronomy at Siena College, a small liberal arts institution in upstate New York. He has published in several peer-reviewed journals, including The Journal of Physical Chemistry, Journal of Applied Physics, Nanoscale, and Solid State Phenomena. His current research focuses on the application of augmented reality in engineering and physics education.Dr. Jason Morphew, Purdue University at West Lafayette (PPI) Dr. Jason Morphew is currently an assistant professor at Purdue University in Engineering Education and serves as the director of undergraduate curriculum and advanced learning technologies for SCALE. Dr
- Conference Session
- MATH - Works in Progress for Mathematics Education
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- 2025 ASEE Annual Conference & Exposition
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- Ann W. Clifton, Louisiana Tech University; Mary Fendley, Louisiana Tech University; Blake Farman, Louisiana Tech University; Joshua Coriell, Louisiana Tech University
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- Mathematics Division (MATH)
, incorporating a weekly journaling activity does not encroach on the alreadylimited class time, nor does it require the author to have detailed knowledge of specificengineering applications. Instead, the goal is to prompt students to draw those interdisciplinaryconnections themselves.At Louisiana Tech University, first-year engineering students participate in an engineering coursesequence (which is blocked with the calculus sequence), culminating in the First-Year ProjectsShowcase. This study integrates a weekly journaling assignment into the calculus sequence tofoster connections between mathematics and engineering. Cross-curricular teaching has beenshown to enhance student engagement, deepen understanding, and promote the transfer ofknowledge across
- Conference Session
- MATH - Student Mindsets in Mathematics
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- 2025 ASEE Annual Conference & Exposition
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- Melissa A Dagley, University of Central Florida; Rachid Ait Maalem Lahcen, University of Central Florida
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- Diversity
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- Mathematics Division (MATH)
path in STEM, Dr. Dagley directs the STEM K-12 outreach and teacher training initiatives for the Colleges of Sciences and Engineering and Computer Science and works with faculty interested in STEM education and education research. Through iSTEM Dr. Dagley works to promote and enhance collaborative efforts by bringing together colleges, centers, and institutes on campus, as well as other stakeholders within the greater community. Dr. Dagley serves as PI for a Center for Inclusive Computing grant leading a team of Computer Science faculty in curriculum alignment and creating a classroom culture with the goal of broadening participation in the computing majors. Her research interests lie in the areas of student access
- Conference Session
- MATH - Works in Progress for Mathematics Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Poornima Jayasinghe, University of Calgary; Placida Amali Dassanayake, University of Calgary; Andre Oliveira, University of Calgary; Anthony Starr Kroll, University of Calgary; Irushi Jayathunga, University of Calgary
- Tagged Divisions
- Mathematics Division (MATH)
engineering students see how mathematics is usedto solve engineering challenges, they are more likely to recognize the value of their learning.Chng et al., [10] emphasize that integrating activities, real-world data, and incorporatingstrategies like problem- and project-based learning (PBL) can significantly improve studentengagement and understanding of mathematical concepts. “PBL begins when students arepresented with an open-ended, ill-structured, real-world problem and work in teams to identifylearning needs and develop viable solutions, with instructors serving as facilitators rather thanprimary sources of information” [11,12]. PBL fosters motivation to learn, encouragescollaboration, problem-solving, and systemic thinking, while promoting
- 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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- Diversity
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- Mathematics Division (MATH)
Paper ID #45669Work-in-Progress: Introducing First-Generation, Low-income (FGLI) Studentsto Math and Engineering through a Music-Themed Summer ProgramDr. Vicki V. May P.E., Dartmouth College Vicki V. May, Ph.D., P.E. is an Instructional Professor of Engineering at the Thayer School of Engineering and Associate Dean for Undergraduate Education at Dartmouth. Her research focuses on engineering education and K-12 outreach. She teaches courses in solid mechanics, structural analysis, and design.Prof. Petra Bonfert-Taylor, Dartmouth College Petra Bonfert-Taylor received her Ph.D. in Mathematics from Technical University of Berlin
- Conference Session
- MATH - Pedogogical Reflections in Mathematics Education
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- 2025 ASEE Annual Conference & Exposition
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- Daniel Raviv, Florida Atlantic University; Juan David Yepes, Florida Atlantic University
- Tagged Divisions
- Mathematics Division (MATH)
approaches. In fact, in mathematics, traditional textbook-style lessons often present conceptsin a highly abstract manner. One area that could greatly benefit from a more intuitiveand visual approach is the mathematical constant e and the function ex . Manystudents struggle to grasp an intuitive understanding of ex , often missing its uniqueand elegant properties—such as the fact that its derivative is also ex (as is its integral,up to a constant)—and its connection to fundamental processes like growth anddecay. The constant e and the function ex frequently appear in both mathematical the-ory and real-world applications, playing a critical role in describing numerous STEM-related phenomena. Developing a deeper, more practical understanding of
- Conference Session
- MATH - Student Readiness for Mathematics
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand; Lauren Fogg, zyBooks, a Wiley Brand; Jenny Welter, Wiley; Yasaman Adibi, zyBooks; Adrian Rodriguez, zyBooks, A Wiley Brand; James Eakins, zyBooks, A Wiley Brand; Linda Ratts, Wiley
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- Mathematics Division (MATH)
notation. Cline [25] showedstudents did not recognize the need for constants of integration in notation. Formula errors reported byLi [26] included frequent omission of required 𝑑𝑥 notation, as well as misuse of 𝑑𝑥, such as using 𝑑𝑥when the variable of integration was not 𝑥.The source of student struggle with calculus was identified by Li [26] as an overemphasis of proceduraltechniques over theory. Zehra [27] reports an adjusted curriculum with limits covered before derivativesand a focus on tutorials and instruction on the use of math software was reported to improve studentperformance in calculus.A study of student misconceptions in multivariable calculus using clickers to identify common problemswas reported by Cline [28]. The study
- 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)
students knew what the partials [differential equations] mean. But when it came to actually solve the equations, which turned into a simple PDE and turned into a Math 1 stuff, they had issues with the concepts of boundary conditions. They had issues with the concepts of integrating an equation and then finding the constants in that integration.In this example, the boundary conditions Mahsa notes stem from course-specific contexts, andhis students face difficulties in applying these boundary conditions for performing integrationand thus solving the given problem. Participants also highlighted difficulties students experience using math concepts insituations that require extrapolation or navigating engineering design