Document Type

Article

Language

eng

Publication Date

2015

Publisher

Tempus Publications

Source Publication

International Journal of Engineering Education

Source ISSN

0949-149X

Abstract

This study focuses on characteristics of written feedback that influence students’ performance and confidence in addressing the mathematical complexity embedded in a Model-Eliciting Activity (MEA). MEAs are authentic mathematical modeling problems that facilitate students’ iterative development of solutions in a realistic context. We analyzed 132 first-year engineering students’ confidence levels and mathematical model scores on aMEA(pre and post feedback), along with teaching assistant feedback given to the students. The findings show several examples of affective and cognitive feedback that students reported that they used to revise their models. Students’ performance and confidence in developing mathematical models can be increased when they are in an environment where they iteratively develop models based on effective feedback.

Comments

Published version. International Journal of Engineering Education, Vol. 31, No. 1A (2015): 42-57. Permalink. © Tempus Publications 2015. Used with permission.

Hyunyi Jung was affiliated with Purdue University at the time of publication.

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