Identifying and Addressing Mathematical Difficulties in Introductory Physics Courses

该项目是一项系统的努力，旨在确定和解决物理入门课程中与数学有关的学习问题。这些课程包括基于代数和微积分的普通物理。该模式强调小组活动，学生使用基于研究的课程材料解决问题，学生在口头和书面上表达和反思他们的想法。该项目旨在为设计和开发提高学生对入门物理的参与度的新战略奠定基础，希望这将提高学生对物理的留存。项目成果和产品对本科生物理课程可用的研究和循证教学材料的主体有很大贡献。这些将成为其他研究人员和课程开发人员的资源。该模型结合了对特定学生数学困难的识别和分析。在有针对性的教学中使用这些材料之后，将对学生的学习进行评估。这一分析将被用来开发高度集中的教学材料。

The project is a systematic effort to identify and address mathematics-related learning issues in introductory physics courses. The courses include algebra- and calculus-based general physics. The model emphasizes small-group, active student problem-solving using research-based curricular materials, in which students express and reflect on their thinking verbally and in writing. The project is to establish a basis for the design and development of new strategies for improving student engagement in introductory physics, which it is hoped will improve student retention in physics. Project findings and products contribute substantially to the body of research and of evidence-based instructional materials available for undergraduate physics courses. These will be a resource for other researchers and curriculum developers. The model incorporates identification and analysis of specific student mathematical difficulties. Use of the materials in targeted instruction will be followed by assessment of student learning. This analysis will be used to develop tightly focused instructional materials.