Leveraging the Mathematical Contest in Modeling to Enhance the Undergraduate STEM Experience

Autor/inn/en	Larripa, Kamila; Mazzag, Borbala
Titel	Leveraging the Mathematical Contest in Modeling to Enhance the Undergraduate STEM Experience
Quelle	In: PRIMUS, 29 (2019) 10, S.1119-1139 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2018.1490359
Schlagwörter	Mathematical Models; Competition; STEM Education; Undergraduate Students; Skill Development; Interdisciplinary Approach; Problem Solving; Visual Aids; Cooperative Learning; Active Learning; Disproportionate Representation; Monte Carlo Methods; Collaborative Writing; Females; Consortia; Scientific and Technical Information; California + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Wettkampf; STEM; Kompetenzentwicklung; Qualifikationsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Problemlösen; Anschauungsmaterial; Kooperatives Lernen; Aktives Lernen; Monte-Carlo-Methode; Weibliches Geschlecht; Vereinigung; Kalifornien
Abstract	This article proposes that in addition to training teams of students to succeed in the Mathematical Contest in Modeling, the contest and the preparation for competition can be successfully used as a framework to teach an auxiliary skill set to undergraduate STEM majors through workshop-style modules. The skills emphasized are collaboration across disciplines to creatively approach a problem, scientific writing, and the visual display of quantitative information. These skills are highly valued in industry and graduate study, yet are not always explicitly taught in a traditional undergraduate curriculum. The contest experience gives students a realistic appreciation for collaborative science work. Moreover, the active learning aspect of the preparation is broadly linked with student success in STEM, particularly for traditionally underrepresented STEM students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01