Developing the numeric reasoning and mathematical modeling processes in engineering students using the LSEESC methodology

In the present research-to-practice full paper, we found that around the world, most of the academic engineering programs for majors include at least one or two Physics courses, these topics are related to kinematics and dynamics as essential and preliminary knowledge that students must know for their future instruction. A problem presented in these scenarios is one related to the deep learning of basic abilities, like numeric manipulation and mathematical modeling. Some research works presented in different learning situations and around the world are common, they describe students' difficulties in understanding the relationship between the variables, their behavior, and how to link them with their corresponding mathematical model. In the present work, we show the impact on the learning of kinematics concepts using the LSEESC methodology [1], the work is focused on how students start with the numerical manipulation of variables using electronic spreadsheets and how they transfer the learning with the recognition of variables and connection based on mathematical modeling, the kinematics topics are considered for the implementation and discussion of how to help students in their learning process, and the methodology considers the connection between the concepts learned and their application on real-life scenarios. The research was applied in four groups; three with a total of
$\mathrm{N}1 =105$
students from the first semester and a fourth group of
$\mathrm{N}2=35$
students taking the course as a second opportunity, given a total number of NT
$=140$
students, distributed in the bachelor programs of Biotechnology, Pharmaceutics, Aeronautics, and Industrial Engineering, the selection groups were then assigned to the teachers in that semester and the learning intervention was distributed in the following activities: A) A pre-test with the diagnostics in the knowledge of spreadsheets manipulation and kinematics concepts were applied to all groups. B1) Two groups, worked on the use of spreadsheets and described how they could be used in Physics, starting with numerical manipulation of the variables, and showing how they can relate to a mathematical model, finally some exercises were assigned to students for reaffirming the spreadsheet manipulation learned. B2) The other two groups, started with the lecture on the topics related to kinematics, describing all the concepts related, and some exercises were presented and solved to reaffirm the learning process. C1) The first two groups continued learning kinematics concepts and worked simultaneously with exercises supported by electronic spreadsheets, complementing their learning in kinematics. C2) The other two groups, after learning the kinematics concepts, started with the numeric manipulation and mathematical modeling using electronic spreadsheets and after this instruction, they viewed the exercises applied in kinematics, additional exercises were assigned for students' reaffirmation in the learning process. D) A post-test was applied for all students, and the results will be analyzed with the Normalized Conceptual Gain. All learning sequence steps followed the LSEEC methodology, a methodology that helps students in their process for formal learning and engineering studies. The results presented medium and high Normalized Conceptual Gain, which positively impacted their learning process.