Conference Session

Mathematics Division (MATH) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University

Tagged Divisions

Mathematics Division (MATH)

models pertinent to engineering as the semester unfolds.This course stands out due to its inclusion of weekly 75-minute Peer Learning Group (PLG)sessions. These workshops, led by a teaching assistant, offer hands-on programming practicebeyond lectures, reinforcing core concepts. The PLG is a non-credit corequisite, taught by aproficient former student, with all materials provided by the faculty. There is no direct gradeassigned to the PLG because students are completing their Programming assignments during thePLG. The focus is to give students confidence to start writing code from scratch and let themdevelop their own programming style.In addition to the regular coursework, the curriculum is enriched with challenges and modulesfrom the MathWorks

Conference Session

Mathematics Division (MATH) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meiqin Li, University of Virginia

Tagged Divisions

Mathematics Division (MATH)

distribute one week to teach a simpleintroduction. The detailed topics about GVS usually are taught for math majors in a secondor an advanced version of a linear algebra course. Considering our audience are engineeringstudents, it is evident that numerical applications are preferred. The discoveries from thementioned peer institutes also validated such revision. Secondly, we add numerical compo-nents, which are not included in PTC . There are four parts for the newly added numericalcomponent: MATLAB live script for instructors to teach, MATLAB practice problems ingroup worksheet during each class meeting, coding basic concepts in MATLAB Grader, andMATLAB application projects in MATLAB Grader. By writing MATLAB programs, stu-dents have to imagine the

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia

Tagged Divisions

Mathematics Division (MATH)

classAbstract: A redesigned engineering math sequence was implemented from fall 2016 to spring2020, and the study focused on data collected during fall 2018 and spring 2019 from a singleclass with a sample size of 25. The results of the study suggest that the redesigned sequencepositively impacted students' material mastery, communication, collaboration, andmetacognition. Although the sample size was small, and the results were not statisticallysignificant, it was found that students' view of math and perception of their preparedness mayplay a role in their participation and how they interact with the material, with peers, and with theinstructor and TAs.Keywords: engineering math, Calculus, active learning, redesignIntroductionCore curriculum for

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

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

the useof effective learning strategies [23]. Therefore, identifying appropriate strategies in the classroomto alleviate anxiety and enhance mathematical achievement is crucial [25]. Classroom-Level Factors Influencing Course Performance In addition to psychosocial factors, classroom-level factors also significantly impactstudents' performance in calculus courses.Active Engagement Practices A growing body of scholarship has advocated for the adoption of active learningstrategies in higher education, especially within STEM disciplines. Active learning refers to aneducational approach where students actively participate in activities such as reading, writing,discussions, or problem-solving that promote analysis

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caleb Wilson Hendrick, University of Maine; Karissa B Tilbury

Tagged Divisions

Mathematics Division (MATH)

spaces of the mathematicalfunctions, students are asked to write rules to communicate the utility of the models to otherstakeholders including healthcare professionals or basic biomedical scientists.In summary, we have created a unique BME focused text for differential equations and linearalgebra that encourages students to harness their knowledge of physics, biology, physiology,engineering, and mathematics to formulate dynamic models of physiological systems. Our overallaim is to enhance students’ ability to apply and foster a deep appreciation of the power ofmathematics in addressing real-world BME challenges.Background:Ordinary differential equations are ubiquitous for understanding various topics and systemsstudied as part of the

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carl Boyet, Louisiana Tech University; Jonathan Walters, Louisiana Tech University; Christian Smith, Louisiana Tech University

Tagged Divisions

Mathematics Division (MATH)

a coursewhich was themed around a three-part core of logic, area under a curve, and limits whileintegrating algebra and trigonometry review. Emphasis is placed on exploration, rigorousderivations, and proofs to develop mathematical thinking.In fall 2022 the pilot was administered to six sections of Precalculus. The progress of thestudents from each section was tracked through the 2022-2023 academic year. Data from examsin their subsequent calculus courses was collected and compared to their peers from non-pilotsections of Precalculus to determine if there were statistically significant differences inperformance. This paper will outline and detail the curriculum. Statistical results from apreliminary study of effectiveness will be presented

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan David Yepes, Florida Atlantic University; Daniel Raviv, Florida Atlantic University

Tagged Divisions

Mathematics Division (MATH)

experiences. The effort covers various courses, including Physics/Mechanics,Calculus, Statics, Control Systems, Digital Signal Processing, Probability, Estima-tion, and Computer Algorithms. The larger scale project, as it relates to calculusconcepts, intends to develop and integrate engaging games, relevant 3D puzzles andbrain teasers, captivating animations, real-world intuitive illustrations and demon-strations, short video clips, hands-on activities (including virtual reality and aug-mented reality experiences), collaborative teamwork and communication exercises,small-scale inquiry-based research, as well as engaging presentations and peer-basedlearning. It should be noted that this work should be considered as work in progress. Itis intended

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

) 0.007 Traditional 33.71 (5.82) 33.36 (5.68) 0.301 Self-efficacy Mastery experience (prior success) Mastery 4.10 (0.56) 4.25 (0.66) 0.005 Traditional 4.19 (0.52) 4.12 (0.53) 0.248 Vicarious experience (peer success) Mastery 4.63 (0.71) 4.78 (0.76) 0.012 Traditional 4.46 (0.53) 4.52 (0.63) 0.289 Social Persuasions (support for success) Mastery 4.38 (1.05) 4.54 (0.91) 0.018 Traditional 4.41 (0.92) 4.45 (0.87) 0.388 Physiological State (anxiety) Mastery 2.21 (0.96