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One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills involved in reasoning productively about physics quantities, which is different from either understanding of physics concepts or problem-solving abilities. We introduce the Physics Inventory of Quantitative Literacy (PIQL) as a tool for measuring quantitative literacy, a foundation of mathematical reasoning, in the context of introductory physics. We present the development of the PIQL and evidence of its validity for use in calculus-based introductory physics courses. Unlike concept inventories, the PIQL is a reasoning inventory, and can be used to assess reasoning over the span of students instruction in introductory physics. Although mathematical reasoning associated with the PIQL is taught in prior mathematics courses, pre/post test scores reveal that this reasoning isnt readily used by most students in physics, nor does it develop as part of physics instruction--even in courses that use high-quality, research-based curricular materials. As has been the case with many inventories in physics education, we expect use of the PIQL to support the development of instructional strategies and materials--in this case, designed to meet the course objective that all students become quantitatively literate in introductory physics.
In an effort to improve the quality of citizen engagement in workplace, politics, and other domains in which quantitative reasoning plays an important role, Quantitative Literacy (QL) has become the focus of considerable research and development effo
We have developed the Physics Inventory of Quantitative Literacy (PIQL) as a tool to measure students quantitative literacy in the context of introductory physics topics. We present the results from various quantitative analyses used to establish the
The Physics Inventory of Quantitative Literacy (PIQL), a reasoning inventory under development, aims to assess students physics quantitative literacy at the introductory level. The PIQLs design presents the challenge of isolating types of mathematica
Covariational reasoning -- reasoning about how changes in one quantity relate to changes in another quantity -- has been examined extensively in mathematics education research. Little research has been done, however, on covariational reasoning in int
Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Positive and negative quantities are ubiquitous in physics, and the sign carries important and varied meanings. Nov