• Open Access

Analytic framework for students’ use of mathematics in upper-division physics

Bethany R. Wilcox, Marcos D. Caballero, Daniel A. Rehn, and Steven J. Pollock
Phys. Rev. ST Phys. Educ. Res. 9, 020119 – Published 13 November 2013

Abstract

Many students in upper-division physics courses struggle with the mathematically sophisticated tools and techniques that are required for advanced physics content. We have developed an analytical framework to assist instructors and researchers in characterizing students’ difficulties with specific mathematical tools when solving the long and complex problems that are characteristic of upper division. In this paper, we present this framework, including its motivation and development. We also describe an application of the framework to investigations of student difficulties with direct integration in electricity and magnetism (i.e., Coulomb’s law) and approximation methods in classical mechanics (i.e., Taylor series). These investigations provide examples of the types of difficulties encountered by advanced physics students, as well as the utility of the framework for both researchers and instructors.

  • Figure
  • Figure
  • Figure
  • Figure
  • Received 3 July 2013

DOI:https://doi.org/10.1103/PhysRevSTPER.9.020119

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Authors & Affiliations

Bethany R. Wilcox, Marcos D. Caballero*, Daniel A. Rehn, and Steven J. Pollock

  • Department of Physics, University of Colorado, Boulder, Colorado 80309, USA

  • *Current address: Department of Physics and Astronomy, Michigan State University, East Lansing, Michigan 48824, USA.

Article Text

Click to Expand

References

Click to Expand
Issue

Vol. 9, Iss. 2 — July - December 2013

Reuse & Permissions
Author publication services for translation and copyediting assistance advertisement

Authorization Required


×
×

Images

×

Sign up to receive regular email alerts from Physical Review Physics Education Research

Reuse & Permissions

It is not necessary to obtain permission to reuse this article or its components as it is available under the terms of the Creative Commons Attribution 3.0 License. This license permits unrestricted use, distribution, and reproduction in any medium, provided attribution to the author(s) and the published article's title, journal citation, and DOI are maintained. Please note that some figures may have been included with permission from other third parties. It is your responsibility to obtain the proper permission from the rights holder directly for these figures.

×

Log In

Cancel
×

Search


Article Lookup

Paste a citation or DOI

Enter a citation
×