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Professor Critical Reflection and its Impact on Learning Environments: A Case Study Applied to a First-year Mathematics Course in Engineering

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Mathematics Division Technical Session 3

Tagged Division

Mathematics

Page Count

23

DOI

10.18260/1-2--33197

Permanent URL

https://peer.asee.org/33197

Download Count

106

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Paper Authors

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Norha M. Villegas Universidad Icesi, Colombia - University of Victoria, Canada Orcid 16x16 orcid.org/0000-0003-2872-3916

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Norha M- Villegas is an Associate Professor in the Department of Information and Communication Technologies, Director of the Software Systems Engineering Bachelor Program at Universidad Icesi, Cali, Colombia, an Adjunct Assistant Professor of the Department of Computer Science, University of Victoria, in Canada, and an IEEE Senior Member. Her research interests include engineering education, context-management, cyber physical systems, context-aware analytics, self-adaptive and self-managing systems, and runtime software evolution. She conducted her PhD at University of Victoria, between September 2009 and February 2013. In November 2011 she received the IBM Canada CAS Research Project of the Year 2011 for the application of context-awareness and self-adaptation to the improvement of on-line shopping systems. Over the last ten years she have co-authored an important number of scientific papers on software engineering, co-chaired several international workshops and conferences, and served in an important number of program committees for international conferences such as the International Conference on Software Engineering (ICSE) and the International Conference on Software Maintenance and Evolution (ICSME). She is the leader of the continuous improvement and accreditation processes for the Software Systems Engineering bachelor program of Universidad Icesi in Colombia.

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Stephanie Celis Gallego Universidad Icesi

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She has a degree in mathematics from Universidad Santiago de Cali, a master's degree in mathematics education from Universidad del Valle and she is a specialist in university teaching at Icesi University. She has worked as a teaching coach for the public sector and advisor of pedagogical projects led by Universidad del Valle and the National Ministry of Education, with more than ten years of experience as a high school teacher at Colegio Bolivar. Her contributions in research in mathematics education, have focused mainly on the levels of difficulty associated with learning of school algebra, she has also led initiatives that contribute to inclusive curricular designs, based on the use of skills.

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Ivonne María Suárez Universidad Icesi

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Mathematics of the National University of Colombia, Bogota D.C. and Master in Education, with Emphasis in Research and Concentration in Education in Science, Technology, Engineering and Mathematics - (CTIM) of the Universidad de los Andes. I am characterized by being rigorous, autonomous and committed to my work, I have ten years of experience in the education sector and I have worked in the following lines of work: 1. teacher training and teaching managers, 2. education in mathematics , science and technology (engineering), 3. the evaluation of / for the / and as learning, 4. the design, revision and / or adaptation of didactic or instructional materials, and 5. pedagogical advice in research and innovation in the classroom (docents practices). Currently, I am a consultant and my topics of interest are the research in the classroom, particularly the study of teaching practices as generators of networks and learning communities, the relationships between science, technology, society and culture, and the evaluation of programs and educational policies. I believe that my biggest contribution to education has been to design, implement and evaluate learning scenarios as a teacher and teacher educator and teaching directors in different regions of the country.

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Juliana Jaramillo JJO Universidad Icesi

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I'm an Industrial Engineer that works in high education with Interest in management, assessment and evaluation curricular that assurance the learning outcomes. During my undergraduate of Industrial Engineering, I questioned about teaching and learning, especially in academic failure and your impact on the process of learning.

Now, I working to assurance learning outcomes to six undergraduate programs of engineering of a Latin American University located in Colombia. The school at present have four undergraduate programs in engineering and two in design. Three of four programs have ABET accreditation.

The next project is working with the graduate programs in the school to firm up the assurance of learning.

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Angélica Burbano Universidad Icesi

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Angelica Burbano C.,holds a Ph.D. in Industrial Engineering from the University of Arkansas. She holds a MSOM from Universidad Icesi and a BS in industrial engineering from Pontificia Universidad Javeriana both in Cali, Colombia. She is a Fulbright Scholar 2007 and a fellow AOTS, Japan 2000. She is a senior member of IISE.
Angelica has previous experience (six years) in the food manufacturing industry (experience related to inventory management and production planning and control, also information systems such as ERP). During her studies in the United States she worked a research assistant at the Center for Innovation on Healthcare Logistics CIHL, her work for CIHL focused on assessing the impact of GS1 standards adoption in the healthcare supply chain. Her research interests are related to the adaptation of existing manufacturing and logistics models and structures to the healthcare supply chain with a specific focus on medical supplies. She is also interested on engineering education research.
She is part of the IE Department at Universidad Icesi since 1998. She has over fifteen years of teaching experience and has served as Director of the Undergraduate program in Industrial Engineering (2003-2007), Director of the Graduate program in Industrial Engineering (2012–2014), and she currently serves as the IE Department Head.

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Alvaro Pachon Universidad Icesi

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Álvaro Pachón (alvaro@icesi.edu.co) is a professor at the Icesi University, Colombia. He received his B.S. degree in Computer Engineering, in 1990, from Icesi University, his D.E.A. in Information Technologies from Vigo University in 2005, and his Ph.D in Ingeniería Telemática from Vigo University.

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Diego Antonio Bohorquez Universidad Icesi

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Lina Marcela Quintero P.E. Universidad Icesi

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Isabel Echeverri Universidad Icesi

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Lady K. Castillo

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Cesár Augusto Cuartas Rodríguez Universidad Icesi

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Soy el jefe de departamento de matematicas y estadística de la Universidad Icesi. Además, soy docente de los cursos Algebra y fuciones y matemáticas para ecónomia. Mis temas de interés son: Investigación en matemática educativa, didácta de las matemáticas y la tecnología al servicio de la educación.

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Abstract

In Colombia, the low performance of students in mathematics courses are the main cause of academic attrition in engineering professional programs. Data indicate that about 30% of the students fail in mathematics courses, particularly in those that are taught in first year. This high failure rate has a high impact on society, as well as institutions and student families. One important reason for this situation is that the national education system does not focus on the development of STEM competencies. As a result, the motivation of engineering students in mathematics courses is continuously hampered because of deficiencies in prerequisites. This paper reports preliminary results from a project conducted in collaboration between mathematics and engineering at our institution. The main objective of this project is to support mathematics professors in the process of improving student learning, by continuously reflecting on the effectiveness of the pedagogical practices that are applied inside and outside the classroom, and adopting a classroom-based research strategy to improve student learning accordingly.

A total of five case studies (each for one course) where designed by taking into account state-of-the-art practices for math education. Each case study involves two course sections that are coordinated by two different professors, where one of these professors is mentored while the other one is not. The course lead by the unmentored professor is the control course for each case study. For the development of each case study, we have defined the following stages: i) the mentored professor identifies a set of learning objectives that have been difficult to attain by the students of the corresponding course. Students were surveyed about the difficulties in learning the topics associated with these objectives; ii) this professor is mentored by specialists in mathematics education, who help her in a reflective exercise to identify improvement opportunities in what respect to the pedagogical practices that she usually applies in the learning process associated with the set of problematic learning outcomes that were identified in the first stage; iii) the specialists help the professor in the process of conducting a simple but powerful classroom-based research exercise, in which departing from a guiding question and an exploration of the state-of-the-art, the professor proposes new classroom experiences with the goal of improving student learning. The design of the new pedagogical experience, the classroom-based research project, considers the revision of the learning objectives in light of the corresponding math competencies, the context in which the learning activities are developed, and the use of technology for supporting these activities; iv) the mentored professor implements her new proposed classroom experiences. External professors gather data by interviewing the participants, and recording and observing all sessions.

This paper focuses on the case study applied to the Algebra and Functions course and has a twofold contribution. First, it proposes a characterization of the role of the mathematics professor who continuously reflects on her pedagogical practices, and acts accordingly by adopting a classroom-based research strategy. Second, it provides valuable findings related to math learning in engineering.

Villegas, N. M., & Gallego, S. C., & Suárez, I. M., & Jaramillo, J., & Burbano, A., & Pachon, A., & Bohorquez, D. A., & Quintero, L. M., & Echeverri, I., & Castillo, L. K., & Cuartas Rodríguez, C. A. (2019, June), Professor Critical Reflection and its Impact on Learning Environments: A Case Study Applied to a First-year Mathematics Course in Engineering Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33197

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015