2024 ASEE Annual Conference & Exposition

Mathematical modeling skills are essential for engineers to analyze complex real-world problems and develop effective solutions. A growing emphasis on pre-college engineering education to equip students with skills in the engineering design process exists; however, how pre-college students utilize and perceive the significance of mathematical modeling within the engineering design process remains unclear. [Project Name REDACTED] is dedicated to crafting engineering education courses for high school students with the goal of enhancing their understanding and skills in the engineering field. In a unit designed to introduce an engineering design process, we have introduced a MATLAB mathematical modeling lesson enabling students to observe the theoretical effects of impurity removal by a water filter by selecting different filtering materials. This paper explores the aspects of MATLAB activities that support or hinder students' perspectives on mathematical modeling, offering insights for the improvement of future engineering education programs.

The study is a part of a broader research project in which the research team conducted surveys, classroom observations, and focus group interviews involving students and teachers participating in [Project Name REDACTED] during the 2022-2023 academic year. Previously, the research team analyzed and published on the focus group data from teachers regarding the MATLAB activities, where we observed some diverse outcomes in terms of student learning. In this paper, we will present our findings from student focus group data from two schools: School A: three students; School B: six students, in two different states. For this project, we use the code book that we inductively created from our past project, and new codes as required.

The paper will summarize the emergent themes describing what promotes and inhibits student engagement in pre-college mathematical modeling lessons in engineering design. Additionally, [REDACTED] et al. (2023) previously pointed out in the teacher analysis that learning theories can potentially assist in understanding students' experiences in MATLAB activities. During our inductive coding of student experiences, we anticipate overlaps with Cognitive Load Theory (CLT). We will compare the coded themes with CLT to understand students' learning experiences through a lens of CLT. With the global advancement of technology and engineering, strengthening mathematical modeling skills for pre-college students in engineering courses has become increasingly important. This paper will contribute to the growing body of knowledge regarding how 21st-century students perceive mathematical modeling and provide insights for the development of engineering courses.