Related papers: Obstacles to Mathematization in Introductory Physi…
Mathematics is an essential element of physics problem solving, but experts often fail to appreciate exactly how they use it. Math may be the language of science, but math-in-physics is a distinct dialect of that language. Physicists tend…
A primary goal of physics is to create mathematical models that allow both predictions and explanations of physical phenomena. We weave maths extensively into our physics instruction beginning in high school, and the level and complexity of…
Computational thinking in physics has many different forms, definitions, and implementations depending on the level of physics, or the institution it is presented in. In order to better integrate computational thinking in introductory…
Symbolic calculators like Mathematica are becoming more commonplace among upper level physics students. The presence of such a powerful calculator can couple strongly to the type of mathematical reasoning students employ. It does not merely…
We describe the development of a junior-senior level course for Physics majors designed to teach Mathematica skills in support of their undergraduate coursework, but also to introduce students to modern research level results. Standard…
Learning advanced physics, in general, is challenging not only due to the increased mathematical sophistication but also because one must continue to build on all of the prior knowledge acquired at the introductory and intermediate levels.…
Introductory algebra-based physics courses frequently feature multiple student major populations in the same course section, however, different majors' requirements may impact students' motivations towards different aspects of the course…
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and…
Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…
We investigated the common difficulties that students have with concepts related to rotational and rolling motion covered in the introductory physics courses. We compared the performance of calculus- and algebra-based introductory physics…
Very little is known about how the nature of expertise in introductory and advanced courses compares in knowledge-rich domains such as physics. We develop a framework to compare the similarities and differences between learning and patterns…
In recent years there has been growing evidence that even after teaching designed to address the learning difficulties dictated by literature, many physics learners fail to create the proper reasoning chains that connect the fundamental…
What kind of problem-solving instruction can help students apply what they have learned to solve the new and unfamiliar problems they will encounter in the future? We propose that mathematical sensemaking, the practice of seeking coherence…
Equations are about more than computing physical quantities or constructing formal models; they are also about understanding. The conceptual systems physicists use to think about nature are made from many different resources, formal and…
The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi,…
Previous research has found that introductory physics students perform far better on numeric problems than on otherwise equivalent symbolic problems. This paper describes a framework to explain these differences developed by analyzing…
Effective physics learning, especially in complex topics, requires balancing mathematical formalism with conceptual understanding. Conceptual problem-solving involves connecting math to physical reality, and using an epistemological…
Making meaning with math in physics requires blending physical conceptual knowledge with mathematical symbology. Students in introductory physics classes often struggle with this, but it is an essential component of learning how to think…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
Highly successful students, as measured by grades and by scores on the Force Concept Inventory, still struggle with fundamental concepts in mathematics and physics. These difficulties, which turn physics into parrot learning and include…