Transferability of Algebra Language and Skills to Algebra-Based Physics: Student and Instructor Perception and Student Skills

Abstract

This convergent parallel mixed methods study explores college instructors' and students' perceptions of transferability algebra skills and language to the study of algebra-based physics. The data analyzed included responses from on online survey completed by 31 instructors of college algebra and algebra-based physics instructors, interview transcripts from eight instructor of the survey groups, responses from survey completed by 17 students enrolled in an algebra-based physics course, results to isomorphic problems in the mathematics and physics context, and transcripts of interviews and task-based interviews of three students from the survey group. The results are organized into three distinct studies each addressing a specific set of research questions. Overall, the dissertation findings indicated that both instructors and students express concerns over transfer of both algebra skills and language to the study of physics. Results from the isomorphic problems indicated that students were not able to demonstrate an understanding of graphing concepts in either the mathematics or physics context. These students also struggle with solving quadratic equations when asked to solve for the x variable, creating difficulty in examining the transferability of those skills from mathematics to physics. When examining instructors' and students' perceptions of the transferability of algebra language to physics, both groups indicated similar concerns in translating the vocabulary and variables used in the algebra to physics. However, the students also indicated struggles with understanding the formulas used in physics. Both instructors and students suggested that additional application problems would assist students in making connections between algebra and physics.