Relevant bibliographies by topics / Undergraduate mathematics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Undergraduate mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Undergraduate mathematics"

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Dong, Ji Xue, and Hong Zhang. "Mathematical Modeling and Cultivation of Student Mathematics." Advanced Materials Research 219-220 (March 2011): 1652–55. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.1652.

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The article analyzes undergraduate Mathematical Modeling Competition’s characteristics and the theory foundation thoroughly,and points out the significance of this competition both in improving colledge students’innovation ability and in higher mathematical education reform. It concentrately summarizes and expatiates the prominent problems in present undergraduate Mathematical Modeling education from four aspects:students’ ability,teachers’quality,teaching facilities and the management and organization of the school,on basis of this,the article puts forward teaching strategies for undergraduate Mathematical Modeling,and also dwells on how to improve the thinking principles and capabilities about undergraduate Mathematical Modeling by examples. Establishes the teaching mode of colledge mathematical modeling and thoroughly analyses the hierarchy of mathematical modeling’s teaching and basic principles for selecting titles.At last,the article proposes several questions which we should pay attention to about colledge mathematical modeling teaching.
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Griffiths, H. Brian. "Teaching undergraduate mathematics." Zentralblatt für Didaktik der Mathematik 31, no. 6 (December 1999): 202–5. http://dx.doi.org/10.1007/bf02652696.

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Arigbabu, Abayomi A., and Andile Mji. "Nigerian Undergraduate Education Majors' Conceptions of Mathematics." Psychological Reports 96, no. 2 (April 2005): 273–74. http://dx.doi.org/10.2466/pr0.96.2.273-274.

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The Conceptions of Mathematics Questionnaire by Crawford, et al. was administered to 130 southwest Nigerian undergraduate education majors who took mathematics. Coefficient as of .86 and .84 for the Fragmented and Cohesive subscales were similar to prior values. There were no statistically significant mean differences between men and women or between undergraduates taking mathematics with science and nonscience topics.
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Crowe, David, and Hossein Zand. "Computers and undergraduate mathematics." Computers & Education 35, no. 2 (September 2000): 95–121. http://dx.doi.org/10.1016/s0360-1315(00)00020-8.

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Challis, Neil. "Undergraduate Mathematics Teaching Conference." MSOR Connections 7, no. 3 (August 2007): 47. http://dx.doi.org/10.11120/msor.2007.07030047.

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Ford, Shauna, Jonathan Gillard, and Mathew Pugh. "Creating a Taxonomy of Mathematical Errors for Undergraduate Mathematics." MSOR Connections 18, no. 1 (September 4, 2019): 37–45. http://dx.doi.org/10.21100/msor.v18i1.948.

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In this paper we develop a taxonomy of errors which undergraduate mathematics students may make when tackling mathematical problems. We believe that a taxonomy would be useful for staff in giving feedback to students, and would facilitate students’ higher-level understanding of the types of errors that they could make.
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Darlington, E. "Contrasts in mathematical challenges in A-level Mathematics and Further Mathematics, and undergraduate mathematics examinations." Teaching Mathematics and its Applications 33, no. 4 (August 24, 2014): 213–29. http://dx.doi.org/10.1093/teamat/hru021.

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Miller, Jason E., and Timothy Walston. "Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses." CBE—Life Sciences Education 9, no. 3 (September 2010): 284–89. http://dx.doi.org/10.1187/cbe.10-03-0046.

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Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.
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Bassman, Lori, and Darryl Yong. "'Studio' mathematics for undergraduate engineers." ANZIAM Journal 54 (July 20, 2014): 266. http://dx.doi.org/10.21914/anziamj.v55i0.7878.

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Brown, Cecelia M., and Teri J. Murphy. "Research in undergraduate mathematics education." Reference Services Review 28, no. 1 (March 2000): 65–81. http://dx.doi.org/10.1108/00907320010313858.

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Dissertations / Theses on the topic "Undergraduate mathematics"

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Piatek-Jimenez, Katrina L. "Undergraduate mathematics students' understanding of mathematical statements and proofs." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280643.

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This dissertation takes a qualitative look at the understanding of mathematical statements and proofs held by college students enrolled in a transitional course, a course designed to teach students how to write proofs in mathematics. I address the following three research questions: (1) What are students' understandings of the structure of mathematical statements? (2) What are students' understandings of the structure of mathematical proofs? (3) What concerns with the nature of proof do students express when writing proofs? Three individual interviews were held with each of the six participants of the study during the final month of the semester. The first interview was used to gain information about the students' mathematical backgrounds and their thoughts and beliefs about mathematics and proofs. The second and third interviews were task-based, in which the students were asked to write and evaluate proofs. In this dissertation, I document the students' attempts and verbal thoughts while proving mathematical statements and evaluating proofs. The results of this study show that the students often had difficulties interpreting conditional statements and quantified statements of the form, "There exists...for all..." These students also struggled with understanding the structure of proofs by contradiction and induction proofs. Symbolic logic, however, appeared to be a useful tool for interpreting statements and proof structures for those students who chose to use it. When writing proofs, the students tended to emphasize the need for symbolic manipulation. Furthermore, these students expressed concerns with what needs to be justified within a proof, what amount of justification is needed, and the role personal conviction plays within formal mathematical proof. I conclude with a discussion connecting these students' difficulties and concerns with the social nature of mathematical proof by extending the theoretical framework of the Emergent Perspective (Cobb & Yackel, 1996) to also include social norms, sociomathematical norms, and the mathematical practices of the mathematics community.
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Johnston, Alexis Larissa. "Homework Journaling in Undergraduate Mathematics." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26602.

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Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical research about journal writing in college mathematics (Speer, Smith, & Horvath, 2010), particularly concerning the relationship between journal writing in college mathematics and college studentsâ motivation towards learning mathematics. The purpose of this dissertation study is to fill that gap by implementing homework journals, which are a journal writing assignment based on Powell and Ramnauthâ s (1992) â multiple-entry log,â in a college mathematics course and studying the relationship between homework journals and studentsâ motivation towards learning mathematics as grounded in self-determination theory (Ryan & Deci, 2000). Self-determination theory predicts intrinsic motivation by focusing on the fundamental needs of competence, autonomy, and relatedness (Ryan & Deci, 2000). In addition, the purpose of this dissertation study is to explore and describe the relationship between homework journals and studentsâ attitudes towards writing in mathematics. A pre-course and post-course survey was distributed to students enrolled in two sections of a college mathematics course and then analyzed using a 2Ã 2 repeated measures ANOVA with time (pre-course and post-course) and treatment (one section engaged with homework journals while the other did not) as the two factors, in order to test whether the change over time was different between the two sections. In addition, student and instructor interviews were conducted and then analyzed using a constant comparative method (Anfara, Brown, & Mangione, 2002) in order to add richness to the description of the relationship between homework journals and studentsâ motivation towards learning mathematics as well as studentsâ attitudes towards writing in mathematics. Based on the quantitative analysis of survey data, no differences in rate of change of competence, autonomy, relatedness, or attitudes towards writing were found. However, based on the qualitative analysis of interview data, homework journals were found to influence studentsâ sense of competence, autonomy, and relatedness under certain conditions. In addition, studentsâ attitudes towards writing in mathematics were strongly influenced by their likes and dislikes of homework journals and the perceived benefits of homework journals.
Ph. D.
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Rejniak, Gabrielle. "Improving Student Learning in Undergraduate Mathematics." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5455.

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The goal of this study was to investigate ways of improving student learning, par- ticularly conceptual understanding, in undergraduate mathematics courses. This study focused on two areas: course design and animation. The methods of study were the following: Assessing the improvement of student conceptual understanding as a result of team project-based learning, individual inquiry-based learning and the modi ed empo- rium model; and Assessing the impact of animated videos on student learning with the emphasis on concepts. For the first part of our study (impact of course design on student conceptual understanding) we began by comparing the following three groups in Fall 2010 and Fall 2011: 1. Fall 2010: MAC 1140 Traditional Lecture & Fall 2011: MAC 1140 Modi ed Empo- rium 2. Fall 2010: MAC 1140H with Project & Fall 2011: MAC 1140H no Project 3. Fall 2010: MAC 2147 with Projects & Fall 2011: MAC 2147 no Projects Analysis of pre-tests and post-tests show that all three courses showed statistically signifi cant increases, according to their respective sample sizes, during Fall 2010. However, in Fall 2011 only MAC 2147 continued to show a statistically signifi cant increase. Therefore in Fall 2010, project-based learning - both in-class individual projects and out-of-class team projects - conclusively impacted the students' conceptual understanding. Whereas, in Fall 2011, the data for the Modifi ed Emporium model had no statistical signifi cance and is therefore inconclusive as to its effectiveness. In addition the diff erence in percent of increase for MAC 1140 between Fall 2010 - traditional lecture model - and Fall 2011 - modi fied emporium model - is not statistically signi ficant and we cannot say that either model is a better delivery mode for conceptual learning. For the second part of our study, the students enrolled in MAC 1140H Fall 2011 and MAC 2147 Fall 2011 were given a pre-test on sequences and series before showing them an animated video related to the topic. After watching the video, students were then given the same 7 question post test to determine any improvement in the students' understanding of the topic. After two weeks of teacher-led instruction, the students took the same post-test again. The results of this preliminary study indicate that animated videos do impact the conceptual understanding of students when used as an introduction into a new concept. Both courses that were shown the video had statistically signifi cant increases in the conceptual understanding of the students between the pre-test and the post-animation test.
ID: 031001440; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Cynthia Young.; Error in paging: p. xi followed by a page numbered xi.; Title from PDF title page (viewed June 26, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 105-107).
M.S.
Masters
Mathematics
Sciences
Mathematical Science; Industrial Mathematics
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Hodds, Mark. "Improving proof comprehension in undergraduate mathematics." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14964.

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When studying for a mathematics degree, it has been shown students have great difficulty working with proof (Moore, 1994). Yet, to date, there has been surprisingly little research into how we could improve the way students study mathematical proofs. Furthermore, there is relatively less research on students' proof comprehension skills when compared with that of their proof construction skills (Ramos and Inglis, 2009). The aim of this thesis was therefore to build upon the existing proof comprehension literature to determine methods of improving undergraduate proof comprehension. Previously, text based manipulations (e.g. Leron, 1985; Rowland, 2001; Alcock, 2009a) have been tested as a way of improving proof comprehension but these have often not been as successful as we would have liked. However, an alternative method, called self-explanation training, has been shown to be successful at improving comprehension of texts in other fields (Chi et al., 1989; Wong et al., 2002; Rittle-Johnson, 2006; Ainsworth and Burcham, 2007). This thesis reports three studies that investigate the effects of self-explanation training on proof comprehension. The first study confirmed the findings of previous self-explanation training research in other fields. Students in the study who received the self-explanation training showed a significantly greater understanding of the proof text compared to that of a control group. Study 2 used eye-tracking analysis to show that self-explanation training actually changed the way students in the study read proofs; they concentrated harder on the proof (as measured by mean fixation durations), and made more between-line transitions. The final study revealed that self-explanation training can be implemented into a genuine pedagogical setting with relative ease and also showed the positive effects on proof comprehension last for a longer term of three weeks. From the findings of the research reported in this thesis it can be concluded that many students who participated in these studies appeared to have the knowledge required to understand proofs, it is perhaps they just needed some guidance on how to apply their knowledge. Self-explanation training appears to do this as it significantly improved proof comprehension in the short-term as well as offering longer-term benefits. More research will be needed to confirm these findings, given that the studies here involved participants from only one UK university on what would be considered as typical mathematics degree courses for the UK. However, these findings are promising and provide the foundation for improvements in undergraduate proof comprehension.
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Hernandez-Martinez, Paul. "Mathematics in an undergraduate computer science context." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432339.

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Delport, Rhena. "Computer-mediated communication in undergraduate mathematics courses." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03042004-113653/.

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Huntley, Belinda. "Comparing different assessment formats in undergraduate mathematics." Thesis, Pretoria [S.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01202009-163129.

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Johns, Carolyn Anne. "Tutor Behaviors in Undergraduate Mathematics Drop-In Tutoring." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562581670595777.

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Badger, Matthew. "Problem-solving in undergraduate mathematics and computer aided assessment." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4694/.

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Problem solving is an important skill for students of the mathematical sciences, but traditional methods of directed learning often fail to teach students how to solve problems independently. To compound the issue, assessing problem-solving skills with computers is extremely difficult. In this thesis we investigate teaching by problem solving and introducing aspects of problem solving in computer aided assessment. In the first part of this thesis we discuss problem solving and problem-based pedagogies. This leads us, in the second part, to a discussion of the Moore Method, a method of enquiry-based learning. We demonstrate that a Moore Method course in the School of Mathematics at the University of Birmingham has helped students' performance in certain other courses in the School, and record the experiences of teachers new to the Moore Method at another U.K. university. The final part of this thesis considers word questions, in particular those involving systems of equations. The work discussed here has allowed the implementation of a range of questions in the computer-aided assessment software STACK. While the programmatic aspects of this work have been completed, the study of this implementation is ongoing.
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DUNLAP, LAURIE A. "IDENTIFICATION OF KEY COMPONENTS FOR ASSESSING UNDERGRADUATE MATHEMATICS PROGRAMS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123608929.

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Books on the topic "Undergraduate mathematics"

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Phil, Ramsden, and Wood John, eds. Experiments in undergraduate mathematics: A Mathematica-based approach. London: Imperial College Press, 1996.

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Brayman, Volodymyr, and Alexander Kukush. Undergraduate Mathematics Competitions (1995–2016). Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58673-1.

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A, Gallian Joseph, ed. Programs for undergraduate mathematics research. Providence, R.I: American Mathematical Society, 2007.

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Committee on the Mathematical Sciences in the Year 2000. Moving beyond myths: Revitalizing undergraduate mathematics. Washington, D.C: National Academy Press, 1991.

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National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education. Undergraduate science, mathematics and engineering education. [Washington, D.C.]: National Science Board, Task Committee on Undergraduate Science and Engineering Education, 1987.

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An undergraduate introduction to financial mathematics. 2nd ed. Singapore: World Scientific, 2008.

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National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education. Undergraduate science, mathematics and engineering education. [Washington, D.C.]: National Science Board, Task Committee on Undergraduate Science and Engineering Education, 1987.

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Undergraduate science, mathematics and engineering education. [Washington, D.C.]: National Science Board, Task Committee on Undergraduate Science and Engineering Education, 1987.

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Ledder, Glenn, Jenna P. Carpenter, and Timothy D. Comar, eds. Undergraduate Mathematics for the Life Sciences. Washington: The Mathematical Association of America, 2009. http://dx.doi.org/10.5948/upo9781614443162.

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An undergraduate introduction to financial mathematics. 3rd ed. Hackensack, NJ: World Scientific Pub., 2012.

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Book chapters on the topic "Undergraduate mathematics"

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Nardi, Elena. "Undergraduate Mathematics Pedagogy." In Amongst Mathematicians, 205–56. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-37143-6_7.

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Shonkwiler, Ronald W., and James Herod. "Biology, Mathematics, and a Mathematical Biology Laboratory." In Undergraduate Texts in Mathematics, 1–8. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-70984-0_1.

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Laaksonen, Antti. "Mathematics." In Undergraduate Topics in Computer Science, 147–87. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-72547-5_11.

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Laaksonen, Antti. "Mathematics." In Undergraduate Topics in Computer Science, 155–200. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39357-1_11.

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Ng, Xian Wen. "Mathematics." In Engineering Problems for Undergraduate Students, 1–126. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13856-1_1.

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Evans, Gwynne A., Jonathan M. Blackledge, and Peter D. Yardley. "Background Mathematics." In Springer Undergraduate Mathematics Series, 1–28. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0377-6_1.

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Hilton, Peter, Derek Holton, and Jean Pedersen. "Paradoxes in Mathematics." In Undergraduate Texts in Mathematics, 1–21. New York, NY: Springer New York, 2002. http://dx.doi.org/10.1007/978-1-4757-3681-6_1.

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Stillwell, John. "Infinity in Greek Mathematics." In Undergraduate Texts in Mathematics, 37–47. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4899-0007-4_4.

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Stillwell, John. "Infinity in Greek Mathematics." In Undergraduate Texts in Mathematics, 51–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55193-3_4.

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Stillwell, John. "Infinity in Greek Mathematics." In Undergraduate Texts in Mathematics, 53–67. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6053-5_4.

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Conference papers on the topic "Undergraduate mathematics"

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Sahu, Dr Atma. "Undergraduate Mathematics Online Instruction Study." In Annual International Conference on Computer Science Education: Innovation & Technology. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-2195_cseit14.02.

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Romney, Carla A. "Tablet PCs in undergraduate mathematics." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673134.

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Eustace, James, Michael Bradford, and Pramod Pathak. "IMPROVING LEARNING OUTCOMES IN UNDERGRADUATE MATHEMATICS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0378.

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Risnanosanti. "Mathematical thinking styles of undergraduate students and their achievement in mathematics." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995145.

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Steier, Joshua, Angela Zigarelli, Emily Giannini, and Manfred Minimair. "Crime sequencing: Fighting crime with mathematics and technology." In 2017 IEEE MIT Undergraduate Research Technology Conference (URTC). IEEE, 2017. http://dx.doi.org/10.1109/urtc.2017.8284177.

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Cahayasti, Inggar Trihimastin, and Stephanie Yuanita Indrasari. "Metacognitive Strategy on Completion of Mathematics Word Problem and Mathematics Achievement among 3rd Grade Elementary Students." In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/uipsur-17.2018.42.

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Ariyati, Ariyati, and Lucia R. M. Royanto. "Relationship between Attitude toward Mathematics and Metacognitive Strategy in Completing Mathematic Word Problem among 3rd Elementary Student." In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/uipsur-17.2018.11.

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Char, B. W., K. O. Geddes, G. H. Gonnet, B. J. Marshman, and P. J. Ponzo. "Computer algebra in the undergraduate mathematics classroom." In the fifth ACM symposium. New York, New York, USA: ACM Press, 1986. http://dx.doi.org/10.1145/32439.32467.

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Middleton, W. "Undergraduate engineering mathematics - an aspect of computing?" In IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010033.

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Pajela, Hannali, Sarah Roberts, and Mary E. Brenner. "Undergraduate mathematics majors’ problem solving and argumentation." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-188.

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Reports on the topic "Undergraduate mathematics"

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Despeaux, Sloan Evans. SMURCHOM: Providing Opportunities for Undergraduate Research in the History of Mathematics. Washington, DC: The MAA Mathematical Sciences Digital Library, January 2011. http://dx.doi.org/10.4169/loci003549.

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Feldgoise, Jacob, and Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, October 2020. http://dx.doi.org/10.51593/20200023.

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In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
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Mayfield, Betty, and Kimberly Tysdal. A Locally Compact REU in the History of Mathematics: Involving Undergraduates in Research. Washington, DC: The MAA Mathematical Sciences Digital Library, February 2009. http://dx.doi.org/10.4169/loci003263.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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5

Koran, J. J. Jr. Science teachers and docents as mentors to science and mathematics undergraduates in formal and information settings. Final report. Office of Scientific and Technical Information (OSTI), October 1993. http://dx.doi.org/10.2172/674650.

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6

Blair, Richelle, Ellen Kirkman, and James Maxwell. Statistical Abstract of Undergraduate Programs in the Mathematical Sciences in the United States: Fall 2015 CBMS Survey. American Mathematical Society, 2018. http://dx.doi.org/10.1090/cbmssurvey/2015.

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7

Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.
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