Hyland, Diarmaid and van Kampen, Paul and Nolan, Brien
(2018)
Outcomes of a service teaching module on ODEs for physics students.
International Journal of Mathematical Education in Science and Technology, 49 (5).
ISSN 0020-739X
Abstract
This paper reports on the first part of a multiphase research project that seeks to identify and address the difficulties encountered by physics students when studying differential equations. Differential equations are used extensively by undergraduate physics students, particularly in the advanced modules of their degree. It is, therefore, necessary that students develop conceptual understanding of differential equations in addition to procedural skills. We have investigated the difficulties encountered by third-year students at Dublin City University in an introductory differential equations module. We developed a survey to identify these difficulties and administered it to students who had recently completed the module. We found that students’ mathematical ability in relation to procedural competence is an issue in their study of differential equations, but not as severe an issue as their conceptual understanding. Mathematical competence alone is insufficient if we expect our students to be able to recognize the need for differential equations in a physical context and to be able to set up, solve and interpret the solutions of such equations. We discuss the implications of these results for the next stages of the research project.
| Item Type: |
Article
|
| Keywords: |
conceptual understanding; instrumental understanding; service teaching;
differential equations; |
| Academic Unit: |
Faculty of Science and Engineering > Mathematics and Statistics |
| Item ID: |
18235 |
| Identification Number: |
https://doi.org/10.1080/0020739X.2017.1410736 |
| Depositing User: |
Mr Diarmaid Hyland
|
| Date Deposited: |
01 Mar 2024 12:04 |
| Journal or Publication Title: |
International Journal of Mathematical Education in Science and Technology |
| Publisher: |
Taylor & Francis |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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