Using mathematics review to enhance problem solving skills in general physics classes

Mastery in basic arithmetic, algebra, and trigonometry is necessary to perform well in physics courses. In this project we studied the effect of pre-exposure to basic mathematical skills on problem solving ability, learning attitudes and math anxieties in general physics classes. Two sections of the same physics course were taught by the same instructor. Students in one section received 10-15 minutes intensive review on mathematics before regular physics lecture. The other group was given a full 50 minute physics lesson. Both groups were taught same physics concepts each day. The first group received less time for the traditional “physics” lesson, but got time to review and polish essential mathematical skills. The other group did not receive a formal mathematics lesson before the traditional physics lesson and hence got more time to discuss, listen, and ask questions. Course objectives of both groups were assessed by the same quizzes, exams, and surveys. At the end of the semester the problem solving skills of both groups were compared to determine whether having mathematics instructions before a physics lesson can help improve problem solving skills of students taking physics. According to the results of this study introduction of mathematics review at the beginning of the class can help students improve their problem solving skills in physics.