The impact of modeling-eliciting activities on high school student design performance

Huffman, Tanner; Mentzer, Nathan

doi:10.1007/s10798-019-09557-x

Cited by 2 publications

(4 citation statements)

References 22 publications

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“…The researcher emphasized the importance of focusing on the process to develop higher-order thinking skills. Huffman and Mentzer (2021) noted how including mathematical modeling in STEM learning experiences, such as MEAs can improve inter-curricular connections. Their study supported the idea that MEAs may go beyond conceptual learning by increasing important skills such as self-assessment and communication.…”

Section: Modeling and 3d Printingmentioning

confidence: 99%

“…In one related study, Jaakkola and Nurmi (2008) conducted pairwise comparisons between students who used hands-on learning activities in conjunction with computer simulations to those who experienced traditional lecture-type learning. They found that the students who used simulations and engaged in hands-on learning significantly higher learning outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

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3D Printing in the Mathematics Classroom: Results from a Pilot Study with Advanced Middle School Students

Szymanski

Paganelli

Tassell

2022

Journal of Educational Technology Systems

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This mixed-methods study focused on advanced student engagement, mathematics competence, and the influence of teachers in classrooms that used 3D printing to teach mathematics. Quantitative methods were used to understand changes in student perceptions of competence, engagement, and feelings regarding group work. Qualitative methods were used to explore teacher self-efficacy in teaching using Prototype Problem Solving and 3D modeling. The results indicated positive changes in student disengagement. It also highlighted the influence of teachers in implementing new pedagogy in the classroom as significant differences were found between groups of students based on school. The teacher participants indicated that in addition to learning how to use 3D modeling and printing in their classrooms, using Prototype Problem Solving Activities and the professional development that they received in this program inspired them to provide more creative opportunities when teaching mathematics in a heterogeneous classroom.

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Section: Modeling and 3d Printingmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

3D Printing in the Mathematics Classroom: Results from a Pilot Study with Advanced Middle School Students

Szymanski

Paganelli

Tassell

2022

Journal of Educational Technology Systems

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“…As reported by Huffman and Mentzer [45], the structure of the framework enables course activities to further students' understanding of the use of mathematical concepts necessary for testing and optimization in engineering problems. Furthermore, Huffman and Mentzer [43] assert that the practice cycle of testing, evaluating, and revising contained in the framework can aid students in attending to the testing and evaluation procedures essential in engineering problems. The use of the framework to create engineering problems or revise existing online engineering problems has the potential to leverage the natural connections between engineering and mathematics analysis and modeling.…”

Section: Discussionmentioning

confidence: 99%

“…The model is a mathematical description of genuine situations that are rooted within specific systems of practice, and the modeling is the representation of the process that requires numerous testing and revision cycles [42]. The MEA framework has been used in engineering classrooms to design engineering tasks at the K-12 level [43] and university level [44], [45] as the framework supports various engineering practices and problem-solving practices [46].…”

Section: Conceptual Foundationsmentioning

confidence: 99%

Mathematical Modeling in Preexisting K-12 Engineering Design Challenges (Fundamental)

Robinson,

Cardella,

Strong

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her graduate degrees in Aerospace Engineering from Georgia Tech (PhD) and Systems Engineering from the University of Virginia (UVa). Prior to attending Georgia Tech, Alexandra received a bachelor's degree in aerospace engineering from MIT and a master's degree in systems engineering from the University of Virginia. Alexandra comes to FIU after completing a postdoctoral fellowship at Georgia Tech's Center for the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Alexandra's research aims to amplify the voices and work of students, educators, and Minority-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these institutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and career pathways, and (3) design as central to educational and global change.

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The impact of modeling-eliciting activities on high school student design performance

Cited by 2 publications

References 22 publications

3D Printing in the Mathematics Classroom: Results from a Pilot Study with Advanced Middle School Students

3D Printing in the Mathematics Classroom: Results from a Pilot Study with Advanced Middle School Students

Mathematical Modeling in Preexisting K-12 Engineering Design Challenges (Fundamental)

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