RUME 28
2026
Alexandria, Virginia
Student Perspectives on the Mathematical Formalism in an Operator-Based Quantum Mechanics Course
Page: 1428
Undergraduate quantum mechanics students often have to transition between abstract quantum concepts and their complex mathematical formalism counterparts. As quantum mechanics typically requires students to have an in-depth mathematical understanding before introducing physical concepts, understanding how students perceive and understand mathematical formalism is critical. This study examines students’ perceptions of mathematical treatment in an upper-level undergraduate quantum mechanics course, with a focus on how mathematical reasoning influences their understanding of physics and experimental phenomena. Through a series of semi-structured interviews, student responses were coded and analyzed, revealing a range of emotions, from appreciation and confidence in mathematical precision to frustration with abstraction and a perceived lack of physical grounding. Findings suggest that students’ sense of ownership of mathematical tools correlates with their ability to conceptually bridge quantum measurement and experimental practice. The analysis emphasizes the pedagogical significance of explicitly linking symbolic operations to interpretive and experimental contexts.