Displaying all 11 results
- Conference Session
- Mathematics Division (MATH) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- 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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persistence.Psychosocial Factors Influencing Engineering PersistenceSAT math scores, ACT math scores, high school GPA, first-year college GPA and Calculus-readiness upon college entrance are not the only variables that have been identified asinfluencing engineering persistence. Some scholars have undertaken a psychosocialinvestigative approach into uncovering non-cognitive and affective factors influencingpersistence in engineering (or STEM) degree programs and careers. Students’ contextualidentities in STEM (e.g., engineering identity) are central to many of these investigationsexamining factors influencing STEM persistence [16]-[20]. In particular, several scholars havedocumented the significant, positive influence of students’ engineering identities to their
- 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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universal basis, suggesting that everyone can developsome level of interest in the subjects they are learning [12]. Therefore, fostering math interest iscrucial for motivating individuals to pursue engineering careers and engage in engineeringlearning [9]. Moreover, interest plays a pivotal role in the development of a positive STEM self-concept [8]. When individuals have an interest in STEM, they are more likely to seek outinformation and opportunities to engage in STEM activities, further contributing to their self-concept [8]. Therefore, we expected math interest to impact course grades, even after accountingfor engineering self-efficacy.Math Self-Concept Math self-concept relates to an individual's self-perception of their competence
- Conference Session
- MATH - Student Mindsets in Mathematics
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- 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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to education, sense of community, retention, college transitions, living-learning communities, career readiness, mentoring and persistence to graduation for students in STEM programs.Rachid Ait Maalem Lahcen, University of Central Florida ©American Society for Engineering Education, 2025 Accelerating Student Success in Mathematics through Personalized Adaptive LearningAbstractMath Launch is a program designed to help incoming first-year students prepare for calculus 1and set them up for success in their chosen STEM major. With a focus on expanding students’knowledge and capabilities in algebra, trigonometry and precalculus, Math Launch helpsstudents become calculus ready in
- Conference Session
- MATH - Works in Progress for Mathematics Education
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- 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)
interested in engineering who started in Precalculus ended up majoring in engineering),and the majority (68%) of those who placed into Single Variable Calculus also left engineering.While retention increases to 56% and 59%, respectively, for students who placed intoMultivariable and Vector Calculus, there are still many students leaving at this point. Dartmouthengaged in an extensive self-study in 2022 to better understand how aspects of the STEMecosystem attract, retain, or deter students from historically underserved groups from pursuingSTEM courses, majors, and career paths in these fields. The following main issues related toDartmouth STEM courses were identified (Char and Jewiss, 2022): ● Courses are too theoretical, with little context or
- 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)
engineering early in their academicpathway. However, while the class connects students to peers, campus resources, and morecontext for what a career in engineering might look like, it does not actively incorporate largeportions of the math curriculum as other first year programs have attempted [6]. Traditionally,students who place into Intermediate Algebra (MATH 099) in the fall of their first year ofcollege must take this course as well as a two-part Precalculus sequence (MATH 141 and MATH142) before being ready for a Calculus 1 (MATH 151) class. Students can enroll in ENGR 101concurrent with MATH 141.The Engineering in Context learning community changes this sequencing by offering students amultidisciplinary cohort experience over two quarters [7
- Conference Session
- MATH - Works in Progress for Mathematics Education
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- 2025 ASEE Annual Conference & Exposition
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- Maureen Tang, Drexel University; Jennifer S Atchison, Drexel University
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Paper ID #45610WiP: Metacognitive and social-emotional-learning interventions in first-yearCalculusMaureen Tang, Drexel University Maureen Tang joined the faculty of Chemical and Biological Engineering at Drexel University in 2014 and obtained tenure in April 2020. She received her BS in Chemical Engineering from Carnegie Mellon University in 2007 and her PhD from the University of California, Berkeley in 2012. Dr. Tang completed postdoctoral work at Stanford University and research internships at Kyoto University, the University of Dortmund, and DuPont. She is the recipient of a NSF CAREER award. Her research at Drexel
- Conference Session
- Mathematics Division (MATH) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet; Levi Savercool; Hylie Jane Holloway
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- Mathematics Division (MATH)
on the changing academic needs of the students withincreasing focus on career development in later years. Future studies to understand the fullimpact of the SS Program over the course of their academic tenure are expected.Given the measured success of the SS students in their first quarter, the expansion of anintegrated math and engineering peer mentor led SI program could be worthwhile. Bringing thesupport this program provides to a broader range of incoming students in the first-yearengineering curricula may have an impact beyond this small subset of students leading to apositive effect on grades and retention rates on a larger scale.Acknowledgement of Support and DisclaimerThis material is based upon work supported by the National Science
- 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)
Res., vol. 10, no. 1, pp. 381–391, Jan. 2021, doi: 10.12973/eu-jer.10.1.381.[32] W. Schneider and C. Artelt, “Metacognition and mathematics education,” ZDM Mathematics Education, vol. 42, no. 2, pp. 149–161, Feb. 2010, doi: 10.1007/s11858- 010-0240-2.[33] D. T. Conley, College and Career Ready. San Francisco, CA, USA: Jossey-Bass a Wiley Imprint, 2010. doi: 10.1002/9781118269411.[34] G. M. Maruyama, Basics of Structural Equation Modeling. Thousand Oaks, CA, United States of America: SAGE Publications, 1997.[35] D. L. Jackson, J. A. Gillaspy Jr, and R. Purc-Stephenson, “Reporting practices in confirmatory factor analysis: An overview and some recommendations,” Psychological Methods, vol. 14, no. 1
- Conference Session
- MATH - Hands-On Curriculum in Mathematics Education
- Collection
- 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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Alejandro Mejia, University of Cincinnati Dr. Joel Alejandro (Alex) Mejia is a Professor of Engineering Education in the Department of Engineering and Computing Education at the University of Cincinnati. His work examines the intersections of engineering, social justice, and critical pedagogies. He focuses on dismantling deficit ideologies in STEM, centering Latino/a/x student experiences—especially of those along the U.S.-Mexico border. His work draws on Chicana/o/x studies, raciolinguistics, and bilingual education to explore how language, race, and socialization shape engineering pathways and engineering practice. In 2025, Dr. Mejia received the Presidential Early Career Award for Scientists and Engineers (PECASE
- 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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profession. Later on, thisreference was extended to other university careers, that is, to undergraduate programs inwhich this science is useful, but that do not have as an objective to train people who will havemathematics as a future area of professional activity.According to Camarena [15], unlike most educational theories that focus on teaching andlearning in Basic Education, this theory began at the university level, from questions thatstudents made about the teaching of mathematics, more specifically in the Engineeringprogram. The students asked questions such as: "Why do we study this content?", "Where dowe apply what we are studying?", "How does this content help me?", and so on. According toLima et al [16], based on [15], these questions
- 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)
higher education research. The types of transitions include Transition as Induction (T1), Transition as Development (T2), and Transition as Becoming (T3). 1, Transition as Induction, describes the pathway that students take by moving into higherTeducation. This often describes the transition from high school to college, but other circumstances could be considered. Students who experience this type of transition must navigate the structures, systems, and policies of the institution. From here on out, this will be referred to as “Transition to the University.” T2, Transition as Development, describes students' life stage and their transformation from one identity to another (i.e., major, career, etc.). Students who