Assessing Students‘ Mathematical Challenges in an Introduction to Signal Processing Course and the Effects of Cooperative Learning

摘要

Signal processing is a specialization in electrical engineering which is often considered mathematically challenging for students. It is difficult in part due to the abstract nature of the topics, extensive use of mathematical formulations and mathematical limitations and deficiencies from prior courses. Professors have often identified deficiencies related to complex numbers and signal transformations, which are key for fundamental topics such as convolution and frequency analysis. Although previous work has assessed the effects of alternative teaching methods in this course, no prior studies have focus on complex numbers and signal transformations and their related misconceptions and deficiencies. In this work, we aim to identify students` mathematical deficiencies by building upon prior knowledge through a series of tutorials, designed following backward design, and which followed an informal cooperative learning approach. Data was collected through pre- and post-tutorial tests and self-confidence surveys. Results showed an overall increase in performance in post-tutorial assessments as well as increased reported self-confidence. Skills that remain more challenging are those requiring plotting mathematical functions.