Calculus and Engineering: reinforcing their link with Transparent Assignments

J. R. Portillo, Alberth Alvarado
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Abstract

In engineering, most of the students are motivated by hands-on applications of theoretical aspects presented in courses, such as, mathematics. However, sometimes these applications are not meticulously designed, translating into a reduction in the student motivation. The Transparent Assignments framework, introduced by the Transparency in Learning and Teaching (TILT) project, provides a tool that can be used for implementing applications in mathematics courses. Studies suggest that assignments designed more transparently, might increase students’ engagement and academic confidence. In this paper, we present the redesign of a group of classroom activities which we called Mini Application Projects (MAP). Such projects were redesigned using the resources provided by the TILT project. We also measured the transparency before and after the redesign using the Palmer’s Rubric. Finally, we include anecdotal evidence of how the link between engineering and calculus was reinforced.
微积分和工程学:加强它们与透明作业的联系
在工程方面,大多数学生的动机是动手应用课程中提出的理论方面,如数学。然而,有时这些应用程序没有精心设计,转化为学生积极性的降低。透明作业框架是由“教与学的透明度”(TILT)项目引入的,它提供了一个可用于在数学课程中实施应用程序的工具。研究表明,作业设计得更透明,可能会提高学生的参与度和学业信心。在本文中,我们提出了一组我们称之为小应用项目(MAP)的课堂活动的重新设计。利用TILT项目提供的资源对这些项目进行了重新设计。我们还使用帕尔默准则测量了重新设计前后的透明度。最后,我们包括轶事证据如何工程和微积分之间的联系是加强。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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