Abstract
We believe that developing cultural competencies can help students learn mathematics and conversely that learning mathematical content can help students learn about themselves and others. Using frameworks introduced by Rendón (
2009
) and Gutiérrez (
2018
), we present a five-part bundle of activities for undergraduate differential equations course instructors, including one pre-activity reflection assignment, three modeling activities, and a final project. The Pre-Activity Assignment engages students to draw on their own personal and/or cultural experiences with the concept of love. Three activities focus on developing revision skills in mathematical modeling and practicing methods of solving systems of ordinary differential equations (ODEs). In these activities, students would collaborate to construct a relationship model consisting of a system of first-order linear ODEs and solve different model iterations with the characteristic polynomial, matrix form, or Laplace transform method. The final project connects the reflections in Pre-Activity Assignment with the skills developed in the three activities by inviting students to create a relationship scenario, model, revise, solve it, and present the conclusions. By engaging in this set of assignments, students connect personal and cultural experiences with the concept of love and perceive themselves and their peers in the curriculum, fostering a sense of belonging and relevance.