Engineering Students’ Perceptions of Mathematical Modeling in a Learning Module Centered on a Hydrologic Design Case Study

• Published in: International Journal of Research in Undergraduate Mathematics Education Vol. 7; no. 2; pp. 351 - 377
• Main Authors: Merck, Madeline F., Gallagher, Melissa A., Habib, Emad, Tarboton, David
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.07.2021; Springer; Springer Nature B.V
• Subjects: Authentic Learning; Case Method (Teaching Technique); College Students; Colleges & universities; Design; Design engineering; Education; Educational Technology; Electronic Learning; Engineering; Engineering Education; Hydrology; Influence of Technology; Instructional Effectiveness; Learner Engagement; Learning; Learning and Instruction; Learning Modules; Mathematical analysis; Mathematical Applications; Mathematical Models; Mathematics Education; Mathematics Skills; Modules; Problem Based Learning; Rainfall-runoff relationships; Skill Development; Skills; Student Attitudes; Students; Teachers; Technology Integration; Technology utilization; Water; World Problems; Mathematical modeling; Technology; Engineering education; Student perceptions
• ISSN: 2198-9745; 2198-9753
• DOI: 10.1007/s40753-020-00131-8

Engineering students need to spend time engaging in mathematical modeling tasks to reinforce their learning of mathematics through its application to authentic problems and real world design situations. Technological tools and resources can support this kind of learning engagement. We produced an online module that develops students’ mathematical modeling skills while developing knowledge of the fundamentals of rainfall-runoff processes and engineering design. This study examined how 251 students at two United States universities perceived mathematical modeling as implemented through the online module over a 5-year period. We found, subject to the limitation that these are perceptions from not all students, that: (a) the module allowed students to be a part of the modeling process; (b) using technology, such as modeling software and online databases, in the module helped students to understand what they were doing in mathematical modeling; (c) using the technology in the module helped students to develop their skill set; and (d) difficulties with the technology and/or the modeling decisions they had to make in the module activities were in some cases barriers that interfered with students’ ability to learn. We advocate for instructors to create modules that: (a) are situated within a real-world context, requiring students to model mathematically to solve an authentic problem; (b) take advantage of digital tools used by engineers to support students’ development of the mathematical and engineering skills needed in the workforce; and (c) use student feedback to guide module revisions.