A Vision for Projects Across the Mathematics Curriculum

Cline, Kelly; Fasteen, Jodi; Francis, Anthony Tuf; Sullivan, E.; Wendt, Theodore

doi:10.1080/10511970.2019.1600176

Cited by 7 publications

(3 citation statements)

References 6 publications

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“…Thus, experiential and project-based learning (PBL) are closely related. Moreover, cooperative and collaborative learning are also closely related (Burrell et al, 2017;Scogin et al, 2017;Cline et al, 2020). According to author Larmer (2015), projectbased learning is defined as experiential activities linked to oriented and open-ended problems and questions, real-world application of content and skills, and student-centered learning.…”

Section: Characteristics Of Experiential Learningmentioning

confidence: 99%

The Effectiveness of Experiential Learning in Teaching Arithmetic and Geometry in Sixth Grade

2022

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Many educators and policymakers worldwide have noticed the burgeoning field of experiential learning in the twenty-first century. Learning theory and practice together is beneficial to education in general, and mathematics education in particular, because it enables students to realize their full potential for knowledge and skill, and it connects the two aspects of knowledge. A focus on the cross-cutting and critical role of experience activities within the framework was emphasized in Vietnam’s general education program in mathematics, released in 2018 and included views on the content and methods of teaching and learning mathematics in the country. Experiential learning in mathematics was studied to see if this method could positively help students participate, increase their motivation and interest in learning, and impact their math outcomes. A series of pedagogical experiments with 29 sixth-grade students on arithmetic and geometric topics was conducted to confirm the research goals. Students were required to develop solutions to real-world problems related to their studying subjects. The experimental and control classes are subjected to a pre-test and a post-test design. Mixed methods, including qualitative and quantitative analysis, are handled by the statistical data processing software (SPSS) program and the results of observations and surveys of learners’ opinions. The results were found that experiential learning activities positively influenced math learning attitudes and student achievement progress in the classroom.

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Section: Characteristics Of Experiential Learningmentioning

confidence: 99%

The Effectiveness of Experiential Learning in Teaching Arithmetic and Geometry in Sixth Grade

2022

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“…Consultancy-type projects were involved in only 10% of the included projects and were confined to maths and engineering majors. All had real clients (Anderson et al, 2011;Bramhall & Short, 2014;Diamond et al, 2011;Sanft & Ziegler-Graham, 2018), except for one where there were client scenarios (Cline et al, 2020). Whilst the number of studies that involved consultancy-type projects was lower, these were associated with higher overall satisfaction and perceived employability gains (Figure 3).…”

Section: Effect Of Project Mode Of Deliverymentioning

confidence: 99%

Authenticity ahead of interdisciplinarity – a scoping review of student experiences in interdisciplinary science projects

Hart

Bone

2022

JTLGE

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Interdisciplinary projects are reported to facilitate the development of both disciplinary and generic skills. They vary in their design and implementation, but the effectiveness of different project models has not been studied. The aim of this study was to determine student satisfaction, engagement with learning and development of employability skills across interdisciplinary projects with different delivery models. This scoping review appraises interdisciplinary projects implemented in science-based undergraduate degree programs. Projects with varying models of delivery, interdisciplinarity, authenticity and external partner involvement were examined, and the reported student learning and satisfaction ratings compared. Descriptive statistics and cross tabulation using Fisher’s Exact test were used to analyse the data. The interdisciplinary project model had little effect on engagement with learning, but student satisfaction improved if the project task was rated as authentic (p<0.05). Improved learning was reported in about half of the projects reviewed. Improved employability was reported in projects where students used discipline-based skills to provide a consultancy (p<0.05), and those where an external partner was involved (p<0.05). The interdisciplinary project model did not affect disciplinary or employability skill development, apart from interdisciplinary competence, which was significantly improved in a truly interdisciplinary project (p<0.01). Interpersonal skill development was significantly improved where projects had integrated rather than sequential tasks (p<0.05). Overall, interdisciplinary projects that were authentic and/or involved an external partner generated better student satisfaction and real-world experience. These results inform the future design of interdisciplinary project-based learning tasks and encourage involvement of external partners in project design and delivery.

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“…According to Tranquillo (2015) programming is in the curricula of nearly all engineering departments. Also, STEM employers advise students that it is crucial to know how to code, to develop interdisciplinary skills, and to learn to work intensively on a project (Cline et al, 2020;Dorff, 2014). "Computer programming and mathematical algorithms are natural partners in the development of programming skills, logical thought, and a deeper understanding of mathematical concepts" (Jones and Hopkins, 2019).…”

Section: Introductionmentioning

confidence: 99%

Car Race - an Engaging Interdisciplinary Python Based Project Activity

Gaspar¹,

Martins²

2022

JEET

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Here we present and evaluate a Calculus project using Python and parametrizations: the CarRace. Each student picks an image of a circuit and another of a car online to make the car perform a race in the circuit. Because every student gets a different circuit, they have different lines to parametrize. This is performed using a Python program. Beforehand students get an example of the code for a car performing a circuit and must adapt it to their own project. This project was posed to a total of 346 engineering students over the course of 3 years. To evaluate the effectiveness of the project, we surveyed all participating students and 120 of them answered. The feedback from the students was mostly positive. It was engaging for students to make this project. They liked to see an immediate application of Mathematics. It helped them understand the subject better and they found it interesting to combine Python and Mathematics. At the same time, they also develop their critical thinking and problem-solving skills. Keywords: python, interdisciplinary, engineering students, project, coding, calculus.

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A Vision for Projects Across the Mathematics Curriculum

Cited by 7 publications

References 6 publications

The Effectiveness of Experiential Learning in Teaching Arithmetic and Geometry in Sixth Grade

The Effectiveness of Experiential Learning in Teaching Arithmetic and Geometry in Sixth Grade

Authenticity ahead of interdisciplinarity – a scoping review of student experiences in interdisciplinary science projects

Car Race - an Engaging Interdisciplinary Python Based Project Activity

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