Identifying and Addressing Mathematical Difficulties in Introductory Physics Courses

该项目是一项系统的努力，旨在识别和解决物理入门课程中与数学相关的学习问题。课程包括以代数和微积分为基础的普通物理。该模式强调小组，学生使用研究性课程材料积极解决问题，学生口头和书面表达和反思他们的想法。该项目旨在为设计和开发新策略奠定基础，以提高学生对物理入门课程的参与度，希望这将提高学生对物理的记忆力。项目的研究成果和产品为本科物理课程的研究和基于证据的教学材料做出了重大贡献。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材料之后，将对学生的学习情况进行评估。这种分析将用于开发重点突出的教学材料。

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.