Improving Student Fluency in Applying Basic Skills when Solving Problems in Quantum Mechanics

Abstract

Research into student understanding of quantum mechanics has identified various conceptual and mathematical difficulties pervasive at all levels of education. While much work has been dedicated to the design and assessment of intervention to address student difficulties with conceptual components of the subject, little work has been dedicated to the design of intervention addressing mathematical student difficulties. To this end, this dissertation discusses the construction and implementation of practice question sequences designed to help students become more accurate and fluent in their use of basic mathematical and representational skills in quantum mechanics. After assessing the effect that the practice had on student learning, we found that the practice served as a beneficial instructional tool, where students not only saw improvements in performance on the practice itself but also exam question responses. In addition, we found that the practice served as a research tool, helping us identify new potential avenues of research into student ideas in quantum mechanics. These initial assessments are encouraging results on the effectiveness of the practice in helping improve student learning.