Importance of Math Prerequisites for Performance in Introductory Physics

Autor/inn/en	Burkholder, Eric W.; Murillo-Gonzalez, Gabriel; Wieman, Carl
Titel	Importance of Math Prerequisites for Performance in Introductory Physics
Quelle	In: Physical Review Physics Education Research, 17 (2021) 1, Artikel 010108 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burkholder, Eric W.) ORCID (Murillo-Gonzalez, Gabriel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Introductory Courses; Calculus; Predictor Variables; Correlation; Energy; High School Students; Mechanics (Physics); College Preparation; Mathematics Education; Selective Admission; Universities; Scores; Geometry; College Students; Problem Solving; Science Achievement; California + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Prädiktor; Korrelation; Energie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mechanik; Mathematische Bildung; Bildungsselektion; University; Universität; Geometrie; Collegestudent; Problemlösen; Kalifornien
Abstract	Previous work has looked at the relationship between high school preparation and student performance in calculus-based introductory mechanics (physics 1) courses. Here, we extend that work to look at performance in introductory calculus-based electricity and magnetism (physics 2), and we look at the significance of what college math courses have been completed in addition to high school preparation. Using multiple linear regression including these measures of prior preparation, we examine the correlation between taking various math courses in college and final exam scores in introductory physics courses at a highly selective west coast university. In physics 1, we find that prior college math coursework is not a predictor of physics 1 final exam score. In physics 2, we find that having taken a course in vector calculus is a strong predictor of physics 2 exam performance (effect size = 0.58 standard deviations, p < 0.001), even when controlling for students' physics 1 final exam scores (effect size = 0.27 standard deviations, p < 0.01). These effect sizes are similar in magnitude to other measures of students' incoming physics and math preparation. Qualitative analysis of student exams from physics 2 reveal that this "vector calculus gap" is due to differences in reasoning about vectors and geometry and some differences in conceptual understanding of circuits, as vector calculus itself is not required to perform well on the final exam. That is, basic reasoning related to vector calculus appears to be important, but the formalisms of vector calculus do not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01