Underprepared for Physics: Reframing the narrative on readiness and instruction in calculus-based, introductory physics courses
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arXiv
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| Format: | Preprint |
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2025
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| _version_ | 1866916874985406464 |
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| author | Brahmia, Suzanne White Cochran, Geraldine L. |
| author_facet | Brahmia, Suzanne White Cochran, Geraldine L. |
| contents | In the U.S., introductory calculus-based courses often acts as a gatekeeper to STEM degrees. But access to the prerequisite math is far from equal--students from low-income and racially marginalized communities are far less likely to have the chance to take calculus before college. These disparities are then compounded by rigid placement systems that reward procedural fluency in algebra and trigonometry, while overlooking the conceptual quantitative reasoning that physics truly demands. Labeling students as "underprepared" ignores the structural causes of these gaps and places the burden of remediation on those least supported. This article challenges that broken-student narrative and advocates for instructional redesigns that meet students where they are. We spotlight Rutgers University's Extended Analytical Physics program, a long-running initiative that embeds physics quantitative literacy (PQL) into extended, credit-bearing courses, demonstrating how departments can expand access without compromising rigor. On a national scale, the TIPSSS network (Transforming Introductory Physics Sequences to Support all Students) is bringing together departments invested in similar reforms. Collectively, these efforts point toward a future where calculus-based physics becomes a pathway to opportunity, not a barrier. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_00257 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Underprepared for Physics: Reframing the narrative on readiness and instruction in calculus-based, introductory physics courses Brahmia, Suzanne White Cochran, Geraldine L. Physics Education In the U.S., introductory calculus-based courses often acts as a gatekeeper to STEM degrees. But access to the prerequisite math is far from equal--students from low-income and racially marginalized communities are far less likely to have the chance to take calculus before college. These disparities are then compounded by rigid placement systems that reward procedural fluency in algebra and trigonometry, while overlooking the conceptual quantitative reasoning that physics truly demands. Labeling students as "underprepared" ignores the structural causes of these gaps and places the burden of remediation on those least supported. This article challenges that broken-student narrative and advocates for instructional redesigns that meet students where they are. We spotlight Rutgers University's Extended Analytical Physics program, a long-running initiative that embeds physics quantitative literacy (PQL) into extended, credit-bearing courses, demonstrating how departments can expand access without compromising rigor. On a national scale, the TIPSSS network (Transforming Introductory Physics Sequences to Support all Students) is bringing together departments invested in similar reforms. Collectively, these efforts point toward a future where calculus-based physics becomes a pathway to opportunity, not a barrier. |
| title | Underprepared for Physics: Reframing the narrative on readiness and instruction in calculus-based, introductory physics courses |
| topic | Physics Education |
| url | https://arxiv.org/abs/2508.00257 |