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Mathematization in introductory physics
Descriptive
TitleInfo
Title
Mathematization in introductory physics
Name
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NamePart
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Brahmia
NamePart
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Suzanne M.
NamePart
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1963-
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Suzanne M. Brahmia
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author
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Eugenia
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Eugenia Etkina
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Advisory Committee
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chair
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Kalelkar
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Mohan
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Mohan Kalelkar
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Advisory Committee
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internal member
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Pryor
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Tad
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Tad Pryor
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Advisory Committee
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internal member
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Ransome
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(type = given)
Ronald
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Ronald Ransome
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
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Weber
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Keith
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Keith Weber
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Advisory Committee
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outside member
Name
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Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School - New Brunswick
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school
TypeOfResource
Text
Genre
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theses
OriginInfo
DateCreated
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2014
DateOther
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2014-10
CopyrightDate
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2014
Place
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xx
Language
LanguageTerm
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eng
Abstract
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Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students’ struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor’s desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students’ initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in doing physics. It contrasts with their more common experience with mathematics as the practice of specified procedures to improve efficiency. This paper describes new curricular materials based on invention instruction provide students with opportunities to generate mathematical relationships in physics, and the paper presents preliminary evidence of the effectiveness of this method with mathematically underprepared engineering students.
Subject
(authority = RUETD)
Topic
Physics and Astronomy
Subject
(authority = ETD-LCSH)
Topic
Physics--Study and teaching
Subject
(authority = ETD-LCSH)
Topic
Mathematical physics
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
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ETD_6001
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 130 p. : ill.)
Note
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Ph.D.
Note
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Includes bibliographical references
Note
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by Suzanne M. Brahmia
RelatedItem
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3FB51D8
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Brahmia
GivenName
Suzanne
MiddleName
M.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2014-10-03 08:27:19
AssociatedEntity
Name
Suzanne Brahmia
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
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windows xp
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