Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maureen Tang, Drexel University; Jennifer S Atchison, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

experience withcollege expectations. Like many universities, Drexel University offers many programs to supportstudents academically and personally, including academic coaching and remedial courses onacademic skills, walk-in math tutoring in academic buildings and residence halls; math studysquads; math exam review sessions for high-risk courses, peer tutoring for first-year engineeringcourses and Matlab/Python, and academic /financial counseling for underrepresented minoritySTEM majors. Despite the abundance of student support provided, evidence suggests that theseprograms are not utilized effectively. Academic support staff all report that services are mostfrequently used by high-performing students who seek to improve their grades from B+ to A

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)

seven graduate teaching orlearning assistants assigned each hour of open lab. The coaching staff consists of oneprofessional Senior Academic Success Coach (ASC) and at least three peer coaches per term.With the program set to receive recurring budget from the institution, the coaching team will beexpanded to two professional ASCs and at least five peer coaches per term. Additionally, twofull-time instructor/lecturers dedicated to this program will be joining the lead instructor in Fall2025.3.0 Math Launch PedagogyAddressing diverse learning needs in math classes is challenging as students arrive with variedskills and learning styles [17]. In a traditional classroom, the instructor assumes a central rolewith students becoming passive recipients

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

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)

teachingundergraduate courses at the research sites formed the potential participant pool. They wereemailed explaining the purpose of the study and inviting them to participate. All who expressedinterest in participating were recruited. IRB approval was obtained before emailing theparticipants. Data were collected in the form of semi-structured interviews. The interview protocolprobed the participants to reflect on the mathematical concepts used in the engineering coursestaught by them, the readiness of students to apply these concepts, and how they respond tostudents’ math readiness. They were also asked for general recommendations on improvingstudents’ math readiness. These interviews were conducted by the first author. As of writing thispaper, we have

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