Collaborative Research on Learning and Tteaching at the Physics-Mathematics Interface

物理-数学界面学与教的协作研究

• 批准号: 1405726
• 负责人: John Thompson
• 金额: $ 19.76万
• 依托单位: University of Maine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-15 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1405726&HistoricalAwards=false
• 关键词: Collaborative; Research; Learning; Tteaching; Physics

This award supports a project to investigate the development of undergraduate students' mathematical understanding in the context of learning physics, particularly while solving challenging upper-division physics problems. The project team will conduct an integrated program of research, curriculum development, and assessment of topics covering a typical sophomore- or junior-level course in mathematical methods. The broad goals are to conduct research on student resources, study the process of transfer from mathematics to physics and the coevolution of knowledge in the two disciplines, and develop a set of Math / Physics tasks suitable for instruction, research, and assessment materials that will integrate challenging math content with topics covered in upper-division physics core courses. This project has the potential to impact a gateway course to the upper division for physics majors. Curricular materials will be shared through electronic clearinghouses and via published research and it is anticipated that the project will inform instruction - both of math methods courses and subsequent physics courses in which the mathematics is used - nationally and internationally. The student population at California State University Fullerton includes many students from groups traditionally underrepresented in physics, so this project will provide access to research-based materials for these students and also ensure a diverse research population. This interdisciplinary project brings together physics education research (PER) and research in undergraduate math education (RUME). It blends efforts at identifying and addressing student conceptual difficulties in physics with efforts toward understanding knowledge transfer in mathematics. The work targets a key course for physics majors, the mathematical methods course that is offered in most departments at the sophomore- or junior-level. This course is typically intended to be a bridge between introductory physics and calculus courses and the more challenging mathematics and physics encountered by students in the core courses of electricity and magnetism, classical mechanics, and modern physics / quantum mechanics. The project will strengthen the research base in a portion of the curriculum that has, to this point, largely gone unexamined, and will touch upon, and build upon, work in several related areas, including PER in other upper-division courses as well as the extensive research base in undergraduate mathematics education. This proposed work will provide significant insights into transfer by probing the extent to which the nature of student understanding depends upon the disciplinary context. The research team has many years' experience in PER and RUME and have collaborated on successful research and curriculum development projects at the upper division in thermal physics and the physics-mathematics interface.

该奖项支持一个项目，以调查本科生的数学理解的发展，在学习物理的背景下，特别是在解决具有挑战性的高年级物理问题。该项目团队将进行研究，课程开发和主题评估的综合计划，涵盖了一个典型的大二或大三水平的数学方法课程。广泛的目标是对学生资源进行研究，研究从数学到物理的转移过程以及这两个学科知识的共同进化，并开发一套适合教学，研究和评估材料的数学/物理任务，这些任务将具有挑战性的数学内容与上层物理核心课程所涵盖的主题相结合。 这个项目有可能影响一个门户课程，以上层司物理专业。 课程材料将通过电子信息交换所和已发表的研究成果共享，预计该项目将为国内和国际的数学方法课程和随后的使用数学的物理课程的教学提供信息。在加州州立大学富勒顿的学生群体包括许多学生从传统上在物理学代表性不足的群体，所以这个项目将为这些学生提供基于研究的材料，并确保多样化的研究人口。这个跨学科项目汇集了物理教育研究（PER）和本科数学教育研究（RUME）。它将识别和解决学生物理概念困难的努力与理解数学知识转移的努力相结合。本课题的研究对象是大二、大三物理专业的一门重要课程--数学方法课程。本课程通常旨在成为入门物理和微积分课程与学生在电磁学，经典力学和现代物理/量子力学核心课程中遇到的更具挑战性的数学和物理之间的桥梁。该项目将加强研究基础的课程的一部分，到目前为止，在很大程度上未经审查，并将触及，并建立在几个相关领域的工作，包括PER在其他高年级课程以及广泛的研究基础本科数学教育。这项拟议的工作将提供重要的见解，通过探讨在何种程度上的性质，学生的理解取决于学科背景的转移。研究团队在PER和RUME方面拥有多年的经验，并在热物理和物理数学接口的上层部门成功开展了研究和课程开发项目。