PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Participation in a mathematical modeling competition as an avenue for increasing STEM majors’ mathematical self-efficacy
Page: 154
Though scholars have long called for applications and modeling to be explicitly added to classroom agenda (Niss, Blum, & Galbraith, 2007), opportunities for undergraduates to engage in modeling in the classroom remain scarce. We report a study of undergraduate STEM majors engaging in authentic, open-ended modeling tasks using differential equations through a modeling competition. In this study, we propose a logic model that captures the relationship between the advantages of mathematical modelling and mathematics self-efficacy (MSE) and investigate the extent to which a mathematical modeling intervention increased STEM majors’ Mathematics Self Efficacy (MSE).