Promoting the Transfer of Math Skills to Engineering Statics

Alexander John De Rosa; Samuel Van Horne

Download Paper | Permalink

Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Assessing Conceptual Thinking about Engineering Mechanics
Tagged Division: Mechanics Division (MECHS)
Tagged Topic: Diversity
Page Count: 15
DOI: 10.18260/1-2--47897
Permanent URL: https://peer.asee.org/47897
Download Count: 59

Paper Authors

biography

Alexander John De Rosa University of Delaware orcid.org/0000-0003-1693-4724

visit author page

Alexander De Rosa is an Associate Professor in Mechanical Engineering at The University of Delaware. He gained his Ph.D. in Mechanical Engineering from The Pennsylvania State University in 2015, where he worked on experimental combustion research applied to gas turbine engines, and his M.Eng. in Mechanical Engineering from Imperial College London in 2010. Alex's research focuses on the transfer of learning between various courses and contexts and the professional formation of engineers.

visit author page

author page

Samuel Van Horne University of Delaware

Download Paper | Permalink

Abstract

It has been well documented that students face difficulties in transferring their knowledge and skills learned in prior courses to other areas of the curriculum. These problems with transfer are exacerbated by foundational courses being taught outside the major, as well as the fact that many engineering courses are taught in silos, with little connection being made to the engineering curriculum as a whole. Work is needed to better enable students to see the connections between their courses and transfer the requisite knowledge and skills from prior classes to other areas of the curriculum, and in their careers.

This study builds on prior work (published at the ASEE Annual Conference last year) which used a series of think aloud, problem-solving interviews to assess the barriers and challenges students face in transferring knowledge from prior mathematics courses into an applied engineering setting. In this prior work, participants were tasked with solving a rigid body equilibrium problem typical of an engineering statics course but which required integration skills, as well as knowledge of the centroid, to solve. In the course of this study it was found that participants could not solve the problem as they could not determine the centroid of the object in question. Participants cited issues such as a lack of applied problems being taught that used centroids, the use of tabulated data for centroids, and forgetting governing equations as major barriers to being able to solve the problem. A majority of participants did however believe that being shown a general equation used to calculate centroids would have improved their problem solving success.

Grounded in the results of this prior study, two separate interventions designed to promote the transfer of knowledge and skills from prior courses were developed and tested with the goal of aiding students in determining the location of the centroid. In order to examine the potential effectiveness of these interventions, a series of (n=11) think aloud interviews were conducted based around the same statics problem as had previously been used. One of these interventions used a mathematical, equation-based-prompt in an attempt to promote knowledge transfer, while the other used a similar prompt but provided in a more applied, engineering context - in this case an excerpt from the notes made by the instructor of the department’s engineering statics class.

Findings suggested that an equation-based-prompt was largely unsuccessful at promoting problem solving success. The applied prompt based on prior course notes was more successful in enabling participants to solve the problem and find the centroid. It was unclear however if students truly understood the equations and methods presented in this prompt or whether they were simply able to correctly interpret the prompt and copy the pattern onto their solution. Persistent problems with (English) units and a lack of utilizing a formal problem solving method were also observed. A broader analysis of the study also suggests that students do not fully understand the conceptual underpinnings of the calculations used to determine the location of the centroid of an object.

Citation
Format

De Rosa, A. J., & Van Horne, S. (2024, June), Promoting the Transfer of Math Skills to Engineering Statics Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47897

TY  - CPAPER
AB  - It has been well documented that students face difficulties in transferring their knowledge and skills learned in prior courses to other areas of the curriculum. These problems with transfer are exacerbated by foundational courses being taught outside the major, as well as the fact that many engineering courses are taught in silos, with little connection being made to the engineering curriculum as a whole. Work is needed to better enable students to see the connections between their courses and transfer the requisite knowledge and skills from prior classes to other areas of the curriculum, and in their careers.

This study builds on prior work (published at the ASEE Annual Conference last year) which used a series of think aloud, problem-solving interviews to assess the barriers and challenges students face in transferring knowledge from prior mathematics courses into an applied engineering setting. In this prior work, participants were tasked with solving a rigid body equilibrium problem typical of an engineering statics course but which required integration skills, as well as knowledge of the centroid, to solve. In the course of this study it was found that participants could not solve the problem as they could not determine the centroid of the object in question. Participants cited issues such as a lack of applied problems being taught that used centroids, the use of tabulated data for centroids, and forgetting governing equations as major barriers to being able to solve the problem. A majority of participants did however believe that being shown a general equation used to calculate centroids would have improved their problem solving success.

Grounded in the results of this prior study, two separate interventions designed to promote the transfer of knowledge and skills from prior courses were developed and tested with the goal of aiding students in determining the location of the centroid. In order to examine the potential effectiveness of these interventions, a series of (n=11) think aloud interviews were conducted based around the same statics problem as had previously been used. One of these interventions used a mathematical, equation-based-prompt in an attempt to promote knowledge transfer, while the other used a similar prompt but provided in a more applied, engineering context - in this case an excerpt from the notes made by the instructor of the department’s engineering statics class. 

Findings suggested that an equation-based-prompt was largely unsuccessful at promoting problem solving success. The applied prompt based on prior course notes was more successful in enabling participants to solve the problem and find the centroid. It was unclear however if students truly understood the equations and methods presented in this prompt or whether they were simply able to correctly interpret the prompt and copy the pattern onto their solution. Persistent problems with (English) units and a lack of utilizing a formal problem solving method were also observed. A broader analysis of the study also suggests that students do not fully understand the conceptual underpinnings of the calculations used to determine the location of the centroid of an object.
AU  - Alexander John De Rosa
AU  - Samuel Van Horne
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Promoting the Transfer of Math Skills to Engineering Statics
UR  - https://peer.asee.org/47897
DO  - 10.18260/1-2--47897
ER  -