Research Summary:
My area is Physics Education Research (PER). I study the ways
physics is taught by instructors and learned by students using a mixture
of quantitative and qualitative techniques.
For
my dissertation I performed multiple studies that compared
performance on analogous numeric and purely symbolic physics problems. I
show why students often perform far better on numeric problems than on
otherwise equivalent symbolic problems. I also show that performance on
symbolic problems are more strongly correlated to overall success than
numeric problems.
Eugene Torigoe's DisserationI am currently working on two different topics.  Symbolic math equations in introductory physics
 Using spaced recall in introductory physics
arXiv Preprints: E. Torigoe, "How Numbers Help Students Solve Physics Problems."
arXiv:1112.3229v2
 E. Torigoe, "Unpacking Symbolic Equations in Introductory Physics." arXiv:1508.00535
 E. Torigoe, "Emphasizing Expert Practice with Spaced Recall." arXiv:1508.00470
Published Research: E. Torigoe, "Representing Circular Polarization with a Box of Cereal," The Physics Teacher, 50(3), p. 188 (2012). [PDF] (The model template can be found at the end of the PDF)
 E. Torigoe and G. Gladding, “Connecting Symbolic Difficulties
with Success in Physics.” American Journal of Physics, 79(1), pp.133140
(2011). [PDF] [Supplementary Material]
 E. Torigoe and G. Gladding, “Symbols: Weapons of Math
Destruction.” Physics Education Research Conference, AIP Conference
Proceedings, 2007.
[PDF]
 E. Torigoe and G. Gladding, “Same to Us, Different to Them: Numeric
Computation Versus Symbolic Representation.” Physics Education Research
Conference, AIP Conference Proceedings, 2006. [PDF]
