PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies announces a Special Issue on Modeling in Differential Equations Courses. The theme of this issue was inspired by the MAA Contributed Paper Session at MathFest 2017, “Enrichment, Experiences, and Examples with Modeling in Differential Equations Courses”.
As Guest Editors of this issue, we encourage you to submit your new and groundbreaking research on activities, illustrations, descriptions, and assessments of efforts to use modeling to motivate and affirm the study of differential equations. We are looking for activities and materials which are described clearly and completely so readers can decide if the approach offered might work in their teaching and act on it accordingly. Narratives in which a modeling activity is proposed along with the description of how students build a differential equation model as an introduction to the specific differential equations topic to be studied are most desired, but applications of differential equations after the mathematical topics have been introduced are appropriate as well.
There is strong interest in this area as evidenced at recent national meeting sessions and minicourses offered by the CODEE and SIMIODE communities, and this issue will recognize the work of many faculty who are engaged in this vital approach to applied mathematics education.
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Papers submitted to this Special Issue of PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies must address the theme of Modeling in Differential Equations Courses and meet the journal’s standards of excellence. We are looking for full descriptions of activities in which modeling introduces the need for differential equations are appropriate as are student modeling projects after the differential equation material has been taught. Activities in which data is generated by students or provided from the literature are also sought, and the complete modeling process from model formulation, to parameter estimation, to model validation and iteration are of interest. Supplementary materials, e.g., collected data and videos from which data may be collected, are welcome. The activity could be from/for a course, an independent study, a student research effort, or a broader collaborative investigation. We seek examples which illustrate a modeling-first approach to teaching differential equations
We also extend a call for referees for this Special Issue, especially those who have some experience with or significant interest in Modeling in Differential Equations Courses.
We invite you to send in your submission by November 17, 2017, to the journal's ScholarOne Manuscripts site. During the upload process, please indicate that the paper is to be considered for the Special Issue on Modeling in Differential Equations Courses.