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Physicists avoid highly mathematical work despite being trained in advanced mathematics, new research suggests. The study, published in the New Journal of Physics, shows that physicists pay less attention to theories that are crammed with mathematical details. This suggests there are real and widespread barriers to communicating mathematical work, and that this is not because of poor training in mathematical skills, or because there is a social stigma about doing well in mathematics.
Dr Tim Fawcett and Dr Andrew Higginson, from the University of Exeter, found, using statistical analysis of the number of citations to 2000 articles in a leading physics journal, that articles are less likely to be referenced by other physicists if they have lots of mathematical equations on each page. [...] Dr Higginson said: "We have already showed that biologists are put off by equations but we were surprised by these findings, as physicists are generally skilled in mathematics.
"This is an important issue because it shows there could be a disconnection between mathematical theory and experimental work. This presents a potentially enormous barrier to all kinds of scientific progress."
http://phys.org/news/2016-11-physicists-mathematics.html
[Abstract]: Statistical Analysis of the Effect of Equations on Citations
(Score: 2) by RamiK on Monday November 14 2016, @01:32AM
they should be taught alongside electronics where inductive and capacitive reactance represent complex impedances
This will (and does) help address comprehension which reduces antagonism. But when people are complaining about the whole trig \ imaginary(complex) \ (partial) differential equation \ Laplace transforms calculus subject, they're really complaining about the endless memorization of identities at an age when they really shouldn't be learning via memorization.
but once upon a time I was 2 grades ahead in math and learning imaginary numbers
You might have noticed this already, but this is the same with most EE students: They've all been either on an accelerated private school program, come from high achieving families with academics parents (ideally a stay-at-home mother) or from a culture that hasn't stigmatized memorization and repetition for early tuition (Jewish religious schools, private boarding schools and Asian cram schools immediately pop to mind).
There are rare top-of-the-crop exceptions that can still memorize as adults. But those are so few and far between that they're trivial to single out earlier in life and don't need to be considered as part of a standardized program.
So, I stick with my original suggestion: Get those 10 year old sheets of identities and let them hammer at them. They don't need to solve anything or nothing like that. Just cram it all in. When they'll hit ~16ish, you can expose them to circuit solving and physics side-by-side with the actual explanation of the math and solve some problems. Once it's just about applying what they already have in their heads, the process should be fairly painless.
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