Third-year undergraduate student Mr Ilanthiraiyan Sivagnanamoorthy has successfully presented his ongoing research conducted in collaboration with Dr Rehan Shah (Queen Mary University of London) and Dr Alexandra Werth (Cornell University) at two prestigious international conferences IEEE EDUCON Global Engineering Education Conference held at QMUL in April 2025 and the ASEE Annual Engineering Education Conference at Montreal, Canada in June 2025.

The two work-in-progress conference papers co-authored by Ilan in conjunction with Dr Shah and Dr Werth form part of a cross-national education research project focusing on the development of a mathematical reasoning skills assessment inventory for engineering students.

The first paper presented at the IEEE EDUCON conference in April 2025 explored the persistent challenges students face with linear algebra, a troublesome topic often viewed as a barrier to students within mathematics and engineering education. Emphasising its foundational role in artificial intelligence, a field reshaping modern engineering, the paper laid the groundwork for a competency-oriented assessment instrument tailored to undergraduate engineering programmes based on the key skills necessary to master linear algebra concepts. The paper presentation was positively received, with one attendee noting: “The connection between linear algebra and AI is often missed in early years. This paper made a strong case for why foundational skills matter, especially in today’s engineering landscape.” Unlike existing concept-oriented diagnostic tools primarily designed for mathematics students, this emerging inventory adopts a skills-based approach, offering greater relevance and confidence for STEM educators and learners alike.

The second paper (final publication imminent), presented at the ASEE Annual Conference and Exposition in June 2025 focused on the concept of functions, widely recognised as a threshold concept in mathematics. By identifying conceptual gaps often overlooked in current assessment tools, the paper made the case for a skills-oriented approach better suited to learners within mathematics education. The presentation attracted significant interest, particularly with regard to the project’s cross-national dimension and the involvement of an undergraduate student in a central research role. Attendees highlighted the value of Ilan’s contributions, noting that his perspective added authenticity and practical insight to the work. A review panel member commented: “I look forward to reading about the outcomes from the implementation of these skills inventory and its effectiveness.”

As the research team moves forward with developing the assessment instrument, they continue to value engagement with the international academic community. The feedback, clarifications, and thoughtful questions raised at both conferences have offered useful perspectives, which the team is actively considering as they begin the design phase of the tool.