Oersted medal lecture 2002: Reforming the mathematical language of physics

The connection between physics teaching and research at its deepest level can be illuminated by Physics Education Research (PER). For students and scientists alike, what they know and learn about physics is profoundly shaped by the conceptual tools at their command. Physicists employ a miscellaneous assortment of mathematical tools in ways that contribute to a fragmenta-tion of knowledge. We can do better! Research on the design and use of mathematical systems provides a guide for designing a unifled mathemati-cal language for the whole of physics that facilitates learning and enhances physical insight. This has produced a comprehensive language called Geo-metric Algebra, which I introduce with emphasis on how it simplifles and integrates classical and quantum physics. Introducing research-based re-form into a conservative physics curriculum is a challenge for the emerging PER community. Join the fun! I