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

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

Table 2, Model 3). However, sense ofbelonging item B3, a reverse-worded survey item, showed moderate cross-loadings with most“self-efficacy” items, suggesting that the reverse-wording may have been confusing or that thisitem does not exclusively measure the “belonging” construct but may overlap conceptually withaspects of “self-efficacy”. As such, we determined that removing this problematic item wouldlikely improve the model’s fit.Stage 4 Results (Model 4)Excluding B3 resolved its cross-loading issues, yielding the best-fitting model (see Table 2,Model 4, which is the final iteration of the measurement model). No additional largemodification indices emerged, suggesting no further modifications were warranted. This modelserved as our final

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

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

Non-URM ContGen First Gen All (n=45) Male (n=25) URM (n=15) (n=20) (n=30) (n=24) (n=21) Pre 3.9148 4.16 3.6084 3.8889 3.9667 4.0174 3.7977 Post 3.9889 4.13 3.8125 4.0583 3.85 4.0104 3.9643Self-efficacy: There were no significant changes in students’ perceived self-efficacy in bothmastery experiences and verbal persuasion measures over the semester, although a slight declinewas noted across most demographic subgroups. There were no significant differences betweenstudents’ self-efficacy (mastery) by gender, URM, or first-generational status at

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

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

.”Research QuestionsOur main research questions are as follows:● Does students’ self-efficacy in mathematics and engineering increase when mathematical and engineering concepts are introduced and surveyed in a hands-on fashion before students take more theoretical courses?● Are we better able to retain FGLI students in engineering if they are introduced to mathematical concepts through engineering applications during the summer before their first term?Program DescriptionFirst-generation, low-income (FGLI) students admitted to xxx were invited to participate in a 3-week long summer program aimed at helping them build a cohort, develop a support network,sample academic classes, determine where to go for help, and explore different possible

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)

demandstrategies such as setting up milestones and actively coaching the students [21]. More facedchallenges are institutional constraints such as limited budgets and new ideas requiring extensiveplanning. Lastly, most PSI research focuses on psychology and behavior analysis of students,raising concerns about the generalizability of findings to other disciplines and diverse studentpopulations [21]. Accordingly, careful planning was done in Math Launch to benefit from PSIand address identified challenges. The customized PSI tenets in Math Launch pedagogy are:1. Preparation of written materials: ALEKS was set up so it provided an explanation page before a student attempted an exercise which enhanced student understanding and helped with improving self