Collaborative research: blending physics contexts with calculus in the mathematics methods course

The National Science Foundation Division of Undergraduate Education awarded the University of Maine System $181,119 on October 1, 2026, under the STEM Education program (CFDA 47.076) to support collaborative research exploring physics quantitative literacy in undergraduate mathematics methods courses. The project, spanning October 1, 2026, through September 30, 2028, involves the University of Maine, California State University Fullerton, and the University of Washington in a Level 2 Engaged Student Learning initiative.

The work focuses on understanding how second-year physics students integrate mathematical procedures with conceptual physics problem-solving. Researchers will examine student skills, faculty expectations regarding mathematical prerequisites, and alignment between mathematical knowledge and physics contexts through faculty and student interviews, classroom observations and videos, and analysis of student work products. The project will develop instructional materials for mathematical methods courses and additional resources for calculus-based physics courses based on research findings examining learning objectives, instructor assumptions, and strategies for blending mathematics with physics contexts. An expert advisory board will evaluate progress toward project goals.

Place of performance is Orono, Maine.

Abstract

This level 2 iuse engaged student learning project, from california state university fullerton, the university of washington, and the university of maine, aims to serve the national interest by exploring and working to strengthen physics majors? Physics quantitative literacy (PQL). Undergraduate physics students take multiple mathematics courses, yet research shows that coordinating mathematical procedures with the conceptual aspects of physics problems can be a challenge. This project focuses on second-year mathematical methods course for physics students, which is widely offered across institutions nationwide. Building from a prior multiyear study, project will study the skills that students bring into mathematical methods courses and how those align with faculty expectations and assumptions about students? Mathematical skills and thinking. The project research findings will be used to develop instructional materials for mathematical methods and additional resources for both mathematical methods and other calculus-based physics courses. Understanding students? PQL is essential to improving undergraduate physics majors? Learning and outcomes. Project research will focus on three key areas: learning objectives in mathematical methods courses; the expectations and assumptions of instructors regarding prerequisite mathematical knowledge and skills; and how to blend recently acquired mathematics knowledge with physics contexts. Data sources include faculty and student interviews, classroom observations and videos, and examples of student work. The project will be supported by an expert advisory board that will evaluate the project?s progress towards its goals. The NSF iuse: EDU program supports research and development projects to improve the effectiveness of stem education for all students. Through the engaged student learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are not planned for this award.