PERC 2025 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | Striving to Improve Students’ Quantitative Literacy in Introductory Physics Courses |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Quantitative literacy, the skill needed to make connection between mathematics and physics, has been identified as being important for student success in introductory physics sequences. This skill is necessary for solving physics problems but rarely is there any explicit course intervention directed towards the development of this skill. Members of the Transforming Introductory Physics Sequences to Support all Students (TIPSSS) network are transforming introductory physics courses to improve students' quantitative literacy. To assess student quantitative literacy development during the course, we administered the Physics Inventory of Quantitative Literacy (PIQL) at the beginning and end of transformed courses. We will share the preliminary results on the quantitative literacy skills development for students enrolled in transformed courses across three institutions in the U.S. |
| Footnote: | This work is supported in part by National Science Foundation Award #2403512. The findings and opinions presented are those of the authors and do not necessarily reflect the views of the National Science Foundation. |
| Session Time: | Poster Session A |
| Poster Number: | A-96 |
Author/Organizer Information | |
| Primary Contact: |
Kazi Aatish Imroz The Ohio State University Columbus, OH 43202 Phone: 6464274100 |
| Co-Author(s) and Co-Presenter(s) |
Geraldine L. Cochran, The Ohio State University |
