Rough Draft Math For Engaged Learning,
2025
Mississippi State University
Rough Draft Math For Engaged Learning, Liza Bondurant, Amanda Jansen
CoE Publications
Mathematics educators often face the challenge of students disliking mathematics or experiencing a negative relationship with the subject. Intentional teaching practices can be a mechanism to mitigate this challenge; thus, preservice and novice teachers would benefit from opportunities to develop such teaching practices. This research explored the potential of rough draft math (RDM) to support teachers in addressing these issues. RDM is a pedagogical approach where students discuss and share their preliminary mathematical ideas without the fear of being wrong. Teachers welcome rough draft thinking, which gives students explicit opportunities to review their work or thinking. This study examined the …
What Does Chatgpt Know About Information Systems?,
2025
University of Southern California
What Does Chatgpt Know About Information Systems?, Daniel O'Leary, Veda C. Storey, Aaron M. French, Joseph R. Buckman, Cecil Chua, Andrew William Green, Grace Gu, Fred Niederman, Francis Pereira, Gary Templeton, Linda Wallace
Faculty Articles
Large language models such as ChatGPT provide efficient access to a wealth of information. However, there are significant questions regarding the depth and quality of knowledge in any one domain. This paper focuses specifically on the information systems (IS) field and assesses ChatGPT’s knowledge. To analyze the extent and quality of information systems knowledge derived from queries to ChatGPT, we used over 3,000 queries from a broad range of exam and quiz questions. These queries were obtained from university courses and professional information system certification exams. The query topics are based on a framework for information systems education, with queries …
Effective Learning Strategies In Stem,
2025
University of Washington
Effective Learning Strategies In Stem, Muzammil Arshad, Rebecca R. Romatoski, Mamoona Muzammil
School of Integrative Biological & Chemical Sciences (Formerly Dept. of Chemistry)
Effective learning strategies were developed, implemented, and applied at five separate institutions of higher education in the United States, and one in the Middle East. The research has been dedicated to determining effective learning strategies for student learning and success. The research series developed grading rubric for homework and exams, developed a course structure for hybrid and face-to-face courses in STEM, and studied the impact of the syllabus design on student learning and motivation. A pedagogical methodology constituting the designed course structure was utilized to use various activity-based modules. Course lectures were designed to utilize PowerPoint presentations and/or OneNote as …
Near-Peer Student-Run Virtual Stem Summer Camp: Lessons Learned,
2025
United States Military Academy
Near-Peer Student-Run Virtual Stem Summer Camp: Lessons Learned, Andrew Lee, Jeremy Reynolds, Margaret Reynolds, Freda Li, Lubjana Beshaj
Journal of Humanistic Mathematics
The United States Military Academy is uniquely positioned to contribute to our nation’s Science, Technology, Engineering, and Math (STEM) outreach initiatives. As one of the country’s most highly regarded undergraduate engineering schools, the institution receives a steady influx of Cadet near-peer mentors who volunteer to lead STEM modules. When the COVID-19 pandemic shut down in-person STEM workshops for the better part of 2020-2021, the Center for Leadership and Diversity in STEM adeptly transitioned to a virtual platform. Informed by research on STEM education and delivery, the Center successfully executed its signature summer camp event in a virtual format for two …
Engaging Mathematicians One Step At A Time: Math Trails,
2025
Austin Peay State University
Engaging Mathematicians One Step At A Time: Math Trails, Mary L. Dalton, Jennifer Yantz
Journal of Humanistic Mathematics
Mathematics is present in everything we see and do. Sometimes we look past it, looking for some mathematical mystery when the beauty of mathematics is evident in the most obvious ways. One way to engage students to notice connections to mathematics in these everyday objects and events is to direct them in a guided math trail. A math trail is an activity where participants follow a map or guide to various locations while they are encouraged to take notice of connections to mathematical patterns and concepts in the objects around them. An important benefit is that going on a math …
An Unlikely Duo: Injecting Art Projects In The Lower-Division Mathematics Classroom,
2025
University of Tampa
An Unlikely Duo: Injecting Art Projects In The Lower-Division Mathematics Classroom, Douglas T. Pfeffer, Christina Durón
Journal of Humanistic Mathematics
Too often society has sterilized mathematics to the point that many view it as drab and deplete of aesthetic intrigue---in higher education, this is particularly true of students in the lower-division classroom. In this paper, we propose the use of art projects as a novel way to alter this perspective. Art projects function as a hands-on, active way to invite students to both identify connections between math and various non-mathematical disciplines as well as view math as overall more intriguing, inviting, and interesting. This paper details our implementation and discusses anonymously solicited survey data that highlights our successes.
The Impact Of Interdisciplinary Approach And Mathematical Modelling Activities On Mathematics Teaching: A Case Study With Pre-Service Teachers,
2025
29 Mayis University
The Impact Of Interdisciplinary Approach And Mathematical Modelling Activities On Mathematics Teaching: A Case Study With Pre-Service Teachers, Eda N. Güner, Ahmet Ş. Özdemir
Australian Journal of Teacher Education
Mathematical modelling is an effective approach that helps students develop a deep understanding of mathematical concepts by connecting mathematics to real-life contexts and to other disciplines. Model Eliciting Activities (MEAs) are student-centred processes in which learners use modelling methods to solve complex real-world problems. This case study aimed to design interdisciplinary MEAs for pre-service teachers, to evaluate these activities according to modelling principles, and to examine participants’ views after the implementation. The data consisted of the developed MEAs, video transcripts from the implementation process, and audio transcripts of semi-structured interviews. Content analysis, descriptive analysis, and rubric-based evaluation were used. The …
The Detrimental Effects Of A Competitive Classroom Environment,
2025
The University of Texas Rio Grande Valley
The Detrimental Effects Of A Competitive Classroom Environment, Angelina Gonzalez
Critical Proceedings of the STEM ED Conference (2024)
In this paper, I will be analyzing the appearance of the Electrical Engineering classroom environment by utilizing the unique perspective I have as a student of Electrical Engineering and Philosophy. I will be drawing on philosophical approaches to pedagogy that I have studied and developed as both a student and tutor of Philosophy.
El Papel De La Regulación Cognitiva De Los Docentes Para Incorporar De Forma Reflexiva El Enfoque De Stem,
2025
CINVESTAV Monterrey
El Papel De La Regulación Cognitiva De Los Docentes Para Incorporar De Forma Reflexiva El Enfoque De Stem, Milagros De Jesus Cazares Balderas, Alma Adrianna Gómez Galindo
Critical Proceedings of the STEM ED Conference (2024)
Se propone incluir en la formación docente un enfoque STEM desde una perspectiva crítica, que promueva la reflexión sobre las prácticas de enseñanza. Este enfoque busca desarrollar habilidades y estrategias didácticas en el área de ciencias a través de la regulación cognitiva individual y social.
Implementation And Assessment Of A Course-Based Undergraduate Research Experience (Cure) In General Microbiology,
2025
Tuskegee University
Implementation And Assessment Of A Course-Based Undergraduate Research Experience (Cure) In General Microbiology, Sheritta Fagbodun
Critical Proceedings of the STEM ED Conference (2024)
The STEM workforce is large and fast-growing. However, underrepresented minorities- URMs (African Americans, Hispanics, and Native Americans) remain poorly represented within the STEM workforce. This is partly due to the lack of retention of URMs in STEM majors. It has been shown by various studies that immersion in undergraduate research enhances the educational experience of science undergraduates and attracts and retains talented students to careers in science. However, access to undergraduate research experiences is few and often limited to high performing students. Course-based undergraduate research experiences (CUREs) engage more students in research-based learning. In this study a network-based CURE was …
Manejo Y Conocimiento Del Cafetal Como Espacio Para El Fortalecimiento Educativo En Escuelas De Zonas Indígenas Y Rurales,
2025
CINVESTAV Zacatenco
Manejo Y Conocimiento Del Cafetal Como Espacio Para El Fortalecimiento Educativo En Escuelas De Zonas Indígenas Y Rurales, Atzin Elihu Calvillo-Arriola, Alma Adrianna Gómez Galindo
Critical Proceedings of the STEM ED Conference (2024)
El café es uno de los cultivos más importantes en el mundo, en México este sistema agroforestal, considerado de bajo impacto para los ecosistemas, es manejado por familias campesinas e indígenas, esto abre la posibilidad de valorar y reconocer al cafetal como un laboratorio viviente para la enseñanza de las disciplinas STEM.
Stem Como Respuesta A La Interdisciplinariedad En El Currículum Mexicano,
2025
DIE-CINVESTAV Ciudad de México
Stem Como Respuesta A La Interdisciplinariedad En El Currículum Mexicano, María Del Rocío Hernández Hernández, Alma Adrianna Gómez Galindo
Critical Proceedings of the STEM ED Conference (2024)
No abstract provided.
Pensar El Enfoque Stem Desde Los Lugares Habitados Por Los Estudiantes,
2025
DIE-CINVESTAV Ciudad de México
Pensar El Enfoque Stem Desde Los Lugares Habitados Por Los Estudiantes, Yeison Andres Arboleda Piedrahita, Alma Adrianna Gómez Galindo, Alejandra García Franco
Critical Proceedings of the STEM ED Conference (2024)
Abordamos el tema de los árboles, que surge del diálogo con padres de estudiantes de un poblado indígena al sur de México. Este tema es potente para pensar en la implementación del enfoque STEM desde una perspectiva situada y relevante, considerando los vínculos de las personas por los lugares habitados.
Red De Milpas Escolares De Nuevo León Una Comunidad De Aprendizaje Docente Y Su Impacto En El Aprendizaje De Los Estudiantes,
2025
CINVESTAV Monterrey
Red De Milpas Escolares De Nuevo León Una Comunidad De Aprendizaje Docente Y Su Impacto En El Aprendizaje De Los Estudiantes, Reina Janeth Morales González, Alma Adrianna Gómez Galindo
Critical Proceedings of the STEM ED Conference (2024)
Red de Milpas escolares de Nuevo León, es una comunidad de aprendizaje entre docentes interesados en la implementación de las milpas. Esto conlleva retos como actividad agroecológica y escolar. El aprendizaje en comunidad representa una forma de enfrentarlos abonando al conocimiento de los estudiantes y a la formación del profesorado.
Perspectivas De Docentes De Secundaria Frente A Una Enseñanza Con Enfoque Stem En Escuelas Rurales,
2025
DIE-CINVESTAV Ciudad de México
Perspectivas De Docentes De Secundaria Frente A Una Enseñanza Con Enfoque Stem En Escuelas Rurales, Yesenia Castaño Torres, María Teresa Guerra Ramos
Critical Proceedings of the STEM ED Conference (2024)
Se analizan las perspectivas de docentes de una escuela ubicada en una zona rural de México sobre el enfoque STEM para la enseñanza de los saberes escolares en secundaria. Se reflexiona sobre lo que entienden los docentes sobre las disciplinas STEM y la viabilidad del enfoque en contextos escolares rurales.
Bridging Indigenous And Hispanic Knowledge Systems Through Collaborative Panel Discussions: Stem Teachers’ Perceptions Of Culturally Sustaining Nature-Based Pedagogy,
2025
The University of Texas Rio Grande Valley
Bridging Indigenous And Hispanic Knowledge Systems Through Collaborative Panel Discussions: Stem Teachers’ Perceptions Of Culturally Sustaining Nature-Based Pedagogy, Uma Ganesan
Critical Proceedings of the STEM ED Conference (2024)
This paper presents findings from a transformative collaborative panel discussion session at the 2024 STEM Education Conference, examining how nature-based, environmentally conscious, and culturally sustaining science teaching practices implemented at the Umonhon Nation Public School (UNPS) in Nebraska can inform teaching practices in the Rio Grande Valley. The session was co-facilitated by University of Nebraska-Lincoln (UNL) Associate Professor Dr. Amanda Morales and UTRGV Assistant Professor Dr. Uma Ganesan. The study combines panel discussion analysis with qualitative survey data from participating STEM educators, providing rich insights into teachers’ perceptions of implementing culturally and linguistically sustaining (CLS) practices in diverse contexts. By …
Amplifying Student Voices: Cultural Identity And Funds Of Knowledge In Stem Education Through Interactive Cross-Cultural Dialogue,
2025
The University of Texas Rio Grande Valley
Amplifying Student Voices: Cultural Identity And Funds Of Knowledge In Stem Education Through Interactive Cross-Cultural Dialogue, Uma Ganesan
Critical Proceedings of the STEM ED Conference (2024)
This paper examines the outcomes of an innovative interactive session at the 2024 STEM Education Conference held in Mission, Texas, that brought together Indigenous high school students from the Umonhon Nation Public School (UNPS), Rio Grande Valley (RGV) high school students, and preservice teachers from the University of Texas Rio Grande Valley (UTRGV). Participants explored the intersection of cultural identity, student funds of knowledge, and STEM education through structured speed-chatting activities and facilitated dialogues. The session, co-facilitated by University of Nebraska-Lincoln (UNL) Associate Professor Dr. Amanda Morales and UTRGV Assistant Professor Dr. Uma Ganesan, along with UNL preservice teachers Ms. …
Breaking Barriers: Investigating Gender Dynamics In Introductory Physics Lab Classes,
2025
SUNY Farmingdale State College
Breaking Barriers: Investigating Gender Dynamics In Introductory Physics Lab Classes, Bilas Paul, Shantanu Chakraborty, Ganga Sharma
Georgia Journal of Science
The persistent underrepresentation of women and other gender minorities in physical science fields has been an ongoing concern. This study investigates gender dynamics in introductory physics laboratory courses, focusing on whether students of different gender identities exhibit equal inclination and confidence in conducting lab experiments, and whether they face barriers that impact their participation. Conducted across three institutions and involving non-physics STEM students enrolled in algebra-based and calculus-based physics courses, the study found mixed results, with two institutions showing no significant gender-based differences in participation levels during lab activities, while one institution demonstrated significant differences. Chi-square tests revealed no significant …
Image Of Mathematics: A Case Study Of Two Women's Early Mathematics Experiences,
2025
The University of Texas Rio Grande Valley
Image Of Mathematics: A Case Study Of Two Women's Early Mathematics Experiences, Lili Zhou, Elizabeth Suazo-Flores, Bima Sapkota, Rose Mbewe, Jill Newton
School of Mathematical & Statistical Sciences Faculty Publications
People often view mathematics as abstract, cold, and irrelevant to real life, and their school experiences likely influence such views. In this case study, we investigated the mathematics experiences of two women who participated in an afterschool girls-only STEM club 30 years ago when they were in fifth and sixth grades. We explored how the participants' early in- and out-of-school experiences informed their images of mathematics. We collected data through a survey, focus group interviews, and individual interviews. We employed oral history methods in interviews to grant participants a significant degree of freedom to retrospectively recount and reconstruct their experiences. …
Making Science-Inquiry Learning Accessible For Students With Complex Support Needs,
2025
ATLAS at the University of Kansas
Making Science-Inquiry Learning Accessible For Students With Complex Support Needs, Sarah Koebley, Shawnee Wakeman, Lindsay Ruhter, David Pugalee, Meagan Karvonen
Journal of Science Education for Students with Disabilities
Inquiry learning through engagement with scientific practices has proven to be an effective instructional practice for general education students. Although students with complex support needs (CSN) are required to have access to the same grade-appropriate academic content in science as their peers without CSN, it remains a challenge for special education teachers to design instruction around student inquiry and science conceptual understanding. The 5E Science Education for Special Educators (5E-SESE) Model combines three well-established conceptual constructs (three-dimensional science standards, Universal Design for Learning [UDL], and the 5E Model) to support special educators in delivering quality science instruction. With the 5E …
