The “FRA wheel” as a teaching tool to elaborate on the identity aspects of physics and mathematics as disciplines in interdisciplinary contexts

This thesis project is framed in the research field of Physics Education and aims to contribute to the reflection on the importance of disciplinary identities in addressing interdisciplinarity through the lens of the Nature of Science (NOS). In particular, the study focuses on the module on the parabola and parabolic motion, which was designed within the EU project IDENTITIES. The project aims to design modules to innovate pre-service teacher education according to contemporary challenges, focusing on interdisciplinarity in curricular and STEM topics (especially between physics, mathematics and computer science). The modules are designed according to a model of disciplines and interdisciplinarity that the project IDENTITIES has been elaborating on two main theoretical frameworks: the Family Resemblance Approach (FRA), reconceptualized for the Nature of science (Erduran & Dagher, 2014), and the boundary crossing and boundary objects framework by Akkerman and Bakker (2011). The main aim of the thesis is to explore the impact of this interdisciplinary model in the specific case of the implementation of the parabola and parabolic motion module in a context of preservice teacher education. To reach this purpose, we have analyzed some data collected during the implementation in order to investigate, in particular, the role of the FRA as a learning tool to: a) elaborate on the concept of “discipline”, within the broader problem to define interdisciplinarity; b) compare the epistemic core of physics and mathematics; c) develop epistemic skills and interdisciplinary competences in student-teachers. The analysis of the data led us to recognize three different roles played by the FRA: FRA as epistemological activator, FRA as scaffolding for reasoning and navigating (inhabiting) the complexity, and FRA as lens to investigate the relationship between physics and mathematics in the historical case.

Variational Quantum Splines: Moving Beyond Linearity for Quantum Activation Functions

Activation functions within neural networks play a crucial role in Deep Learning since they allow to learn complex and non-trivial patterns in the data. However, the ability to approximate non-linear functions is a significant limitation when implementing neural networks in a quantum computer to solve typical machine learning tasks. The main burden lies in the unitarity constraint of quantum operators, which forbids non-linearity and poses a considerable obstacle to developing such non-linear functions in a quantum setting. Nevertheless, several attempts have been made to tackle the realization of the quantum activation function in the literature. Recently, the idea of the QSplines has been proposed to approximate a non-linear activation function by implementing the quantum version of the spline functions. Yet, QSplines suffers from various drawbacks. Firstly, the final function estimation requires a post-processing step; thus, the value of the activation function is not available directly as a quantum state. Secondly, QSplines need many error-corrected qubits and a very long quantum circuits to be executed. These constraints do not allow the adoption of the QSplines on near-term quantum devices and limit their generalization capabilities. This thesis aims to overcome these limitations by leveraging hybrid quantum-classical computation. In particular, a few different methods for Variational Quantum Splines are proposed and implemented, to pave the way for the development of complete quantum activation functions and unlock the full potential of quantum neural networks in the field of quantum machine learning.

Problems in physics and mathematics contexts with middle and high school classes: vertical and horizontal comparison

My thesis falls within the framework of physics education and teaching of mathematics. The objective of this report was made possible by using geometrical (in mathematics) and qualitative (in physics) problems. We have prepared four (resp. three) open answer exercises for mathematics (resp. physics). The test batch has been selected across two different school phases: end of the middle school (third year, 8\textsuperscript{th} grade) and beginning of high school (second and third year, 10\textsuperscript{th} and 11\textsuperscript{th} grades respectively). High school students achieved the best results in almost every problem, but 10\textsuperscript{th} grade students got the best overall results. Moreover, a clear tendency to not even try qualitative problems resolution has emerged from the first collection of graphs, regardless of subject and grade. In order to improve students' problem-solving skills, it is worth to invest on vertical learning and spiral curricula. It would make sense to establish a stronger and clearer connection between physics and mathematical knowledge through an interdisciplinary approach.