Document Type

Article

Publication Date

2016

Abstract

Projects provide tangible connections to course content and can motivate students to learn at a deeper level. This article focuses on the implementation of projects in both lower and upper division math courses which develop and analyze mathematical models of a problem based upon known data and real-life situations. Logistical pitfalls and insights are highlighted as well as several key implementation resources. Student feedback demonstrate a positive correlation between the use of projects and an enhanced understanding of the course topics when the impact of logistics is reduced. Best practices learned over the years are given along with example project summaries.

Comments

Originally published as “Logistics of Mathematical Modeling-Focused Projects,” in PRIMUS: Special Issue on Project-Based Curricula, Vol. 28(4), pp. 360–385 (March 2018).

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