Mathematical knowledge and skills are well-established obstacles to success in STEM. The foundational nature of mathematics means that challenges there can have far-reaching consequences in STEM fields with quantitative content. In particular, research has shown that students often struggle to āconnect the dotsā between the theory learned in math courses and practical applications of this knowledge in other disciplines. These challenges are compounded by the well-documented reality of pandemic-related learning loss.
Faculty assume that the lack of mathematical skills is the problem. We present evidence suggesting that the major source of studentsā errors is their failure to apply the mathematical knowledge they have or to interpret that knowledge in [another] context.
Tuminaro and Redish, 2004
This project will target foundational courses in Physics and Computer Systems Technology that combine high enrollments and high withdrawal and failure rates, and are in disciplines in which minority students, particularly women, are underrepresented. By focusing on transfer of knowledge, we will help students bring their mathematical learning to bear while navigating the differences in presentation, terminology, and perspective that exist across disciplines.
