No one told me I needed mathematics for physics

Brice, Sara, and Daicopoulos, John (2016) No one told me I needed mathematics for physics. In: [Presented at the Joint 13th Asia Pacific Physics Conference and 22nd Australian Institute of Physics Congress]. From: APPC-AIP: Joint 13th Asia Pacific Physics Conference and 22nd Australian Institute of Physics Congress, 4-8 December 2016, Brisbane, QLD, Australia.

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Abstract

The presentation of preliminary results from a series of video resources we developed to supplement a low-stakes online mathematics assessment.

Preparatory Physics(PH1001)is the first of three physics subjects for our Sport and Exercise Science students, and a compulsory subject in our pre-degree diploma. A key learning objective for this algebra-based subject addresses how students compose mathematical solutions for various physics problems

Our aims were to:

1) Develop and implement an online learning and non-invigilated assessment module to assist students with composing mathematical solutions. 2) Assess whether the online learning and non-invigilated assessment module improves student's confidence in their ability to compose mathematical solutions while reducing their mathematics anxiety.

A large number of students within our Preparatory Physics subject exhibit an inability to effectively compose mathematical solutions. To assist students with improving this skill a revised assessment restructure was created to include low stakes non-invigilated quizzes to allow independent, frequent, and timely, examination of a mathematical skill.

Previously students have had little specific practice, assessment, or feedback on their ability to compose mathematical solutions – traditionally that's for another subject. We changed that premise by presenting them with mathematically-based online learning and assessment tasks immediately before those skills were necessary in the following lectures. The online aspect consisted of a video detailing how to use a particular mathematical procedure while applying it to a discipline specific problem. The accompanying assessment was a multiple choice quiz focussed on assessing the targeted mathematical skill presented.

We used this to identify deficiencies during the course of the semester giving staff and students the opportunity to address areas of concern prior to the semester's conclusion.

Pre- and post-surveys were given to harvest information on perceptions of their own ability to use mathematics and on the need for mathematics in physics.

Item ID: 47011
Item Type: Conference Item (Abstract / Summary)
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Date Deposited: 07 Feb 2017 23:50
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies @ 50%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 50%
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