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Abstract Title: Curriculum Design for the Algebra-Based Course: Just Change the d’s to Deltas?
Abstract: The PIs have been involved in an NSF-funded project to develop materials for the introductory mechanics laboratory.  The materials are based on the instructional approach taken in Tutorials in Introductory Physics (curriculum developed in the context of the calculus-based course at the University of Washington).  While the materials being developed are intended for the algebra-based course, at many universities the labs are common to the two courses.  As a result, we have been looking at differences in performance between these two student populations.  In this poster, we describe the differences we have observed, especially as related to graphs, proportional reasoning, and algebra.  It turns out that you cannot just change the d's to Deltas--who knew?  We will discuss implications for instructors and for curriculum developers.

Supported in part by the National Science Foundation through grants DUE-0341333, -0341289, and -0341350.
Abstract Type: Targeted Poster
Targeted Session: It Works There. Will It Work Here?
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Michael Loverude
California State University Fullerton
Co-Author(s)
and Co-Presenter(s)
Steve Kanim, New Mexico State University
Luanna Gomez, Buffalo State College