Birgit Griese presents MP2-Math/Plus, a support project for first-year students in engineering at Ruhr-Universität Bochum that aims at preventing unnecessary drop-out. Conceptualisation and development of the project follow a design research approach according to Gravemeijer, Cobb, and van den Akker. The interventions focus on learning strategies which are collected in a pre-post design with the aid of the LIST questionnaire by Wild and Schiefele. These and other data are utilised for the evaluation of MP2-Math/Plus. The results confirm the adaptations of the project procedures in successive cycles, stress the importance of effort and motivation, and assess the success of the project.

"This book provides insights into initiatives that enhance student learning and contribute to improving the quality of undergraduate STEM education"--Provided by publisher.

Want to know how to implement authentic STEM teaching and learning into your classroom? STEM Lesson Essentials provides all the tools and strategies you'll need to design integrated, interdisciplinary STEM lessons and units that are relevant and exciting to your students. With clear definitions of both STEM and STEM literacy, the authors argue that STEM in itself is not a curriculum, but rather a way of organizing and delivering instruction by weaving the four disciplines together in intentional ways. Rather than adding two new subjects to the curriculum, the engineering and technology practices can instead be blended into existing math and science lessons in ways that engage students and help them master 21st century skills.

This book constitutes the proceedings of the 2nd International Conference on Advances in Emerging Trends and Technologies (ICAETT 2020), held in Riobamba, Ecuador, on 26–30 October 2019, proudly organized by Facultad de Informática y Electrónica (FIE) at Escuela Superior Politécnica de Chimborazo and supported by GDEON. ICAETT 2020 brings together top researchers and practitioners working in different domains of computer science to share their expertise and to discuss future developments and potential collaborations. Presenting high-quality, peer-reviewed papers, the book discusses the following topics: Communicationse-Government and e-Participatione-LearningElectronicIntelligent SystemsMachine VisionSecurityTechnology Trends

Explains the theory behind Machine Learning and highlights how Mathematics can be used in Artificial Intelligence Illustrates how to improve existing algorithms by using advanced mathematics and discusses how Machine Learning can support mathematical modeling Captures how to simulate data by means of artificial neural networks and offers cutting-edge Artificial Intelligence technologies Emphasizes the classification of algorithms, optimization methods, and statistical techniques Explores future integration between Machine Learning and complex mathematical techniques

Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. Metacognition and Successful Learning Strategies in Higher Education is a detailed resource of scholarly perspectives that discusses current trends in learning assessments. Featuring extensive coverage on topics such as spiritual intelligence strategies, literacy development, and ubiquitous learning, this is an ideal reference source for academicians, graduate students, practitioners, and researchers who want to improve their learning strategies using metacognition studies.

Based on a case study of engineering teaching in China’s higher education sector, this book unravels the interlocking influencing factors that condition the experience of engineering faculty members along with multiple stakeholders’ expectations of engineering teaching. What motivates and demotivates a university instructor to provide excellent teaching, especially in the disciplines where effective instructor guidance is crucial for student learning? This book gives evidence-based answers to this research question, drawing upon a social realist framework in relation to the disciplinary features of engineering and based on both qualitative and quantitative methods. It expatiates upon structural, cultural, and reflexive factors concerning both the academic profession and industry and how teaching behaviors are shaped. In doing so, the author advances pragmatic suggestions for higher education reform under the prevalent performance management systems, posing implications for global higher education in regard to what structural arrangements and cultural milieu should be in place to unleash the potential of engineering teaching. The book will appeal to scholars of higher education, Chinese and comparative education, and education sociology, and academics and policy-makers interested in engineering education and teacher education.

This edited volume presents a broad range of original practice-oriented research studies about tertiary mathematics education. These are based on current theoretical frameworks and on established and innovative empirical research methods. It provides a relevant overview of current research, along with being a valuable resource for researchers in tertiary mathematics education, including novices in the field. Its practice orientation research makes it attractive to university mathematics teachers interested in getting access to current ideas and results, including theory-based and empirically evaluated teaching and learning innovations. The content of the book is spread over 5 sections: The secondary-tertiary transition; University students' mathematical practices and mathematical inquiry; Research on teaching and curriculum design; University students’ mathematical inquiry and Mathematics for non-specialists.

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.