Mathematics, the first step in the evolution of understanding physics : a preliminary investigation

Arnold Sommerfeld, a German theoretical physicist, stated ‘If you want to be a physicist, you must do three things—first, study mathematics, second, study more mathematics, and third, do the same’ (as cited in Kevles, 1995, p. 200). The importance of mathematics appears to be lost in a modern world of open universities with an emphasis on social inclusion. As governments encourage universities to increase their enrolments and admit greater numbers of non-traditional students, enabling (bridging) programmes are assisting students to gain the prerequisite knowledge required for successful undergraduate studies. This paper will present the preliminary results of a study examining students enrolled in an introductory physics course as part of an enabling programme in regional Australia. In particular the focus of the study is to determine the effect prior mathematics courses have on learning outcomes for these students. Students enrolled in the Introductory Physics course are required to have a very basic level of mathematics but mathematics and physics staff believe the level should be higher. Unfortunately, decisions are made at a higher level; as with many policy decisions made, they are made without discipline knowledge or input