Investigating Development of Covariational Reasoning in Students enrolled in Transformed Calculus-based Physics Course

Improving Quantitative literacy, the skill of an individual to utilize mathematical instruments to make sense of physical quantities, has been identified as a major goal for students enrolled in introductory physics courses. Still, previous works suggest that traditional introductory courses rarely support the development of quantitative literacy skills. Recently, instructors involved in the Transforming Introductory Physics Sequence to Support all Students network are restructuring introductory physics courses to better support students’ development of quantitative literacy skills. To assess the success of these efforts, we administered the Physics Inventory of Quantitative Literacy, developed by Dr. Suzanne White Brahmia and colleagues. This inventory evaluates students' quantitative literacy skills in physics contexts. In this presentation, we will share the results of our study conducted at three universities across the U.S.



This work is supported in part by National Science Foundation Award# 2403512. The findings and opinions present are that of the authors and do not necessarily reflect the views of the National Science Foundation.