We are testing a new system for linking grants to scientists.
The funding information displayed below comes from the
NIH Research Portfolio Online Reporting Tools and the
NSF Award Database.
The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and viceversa, which has deep implications on how research is done.
You can help! If you notice any innacuracies, please
sign in and mark grants as correct or incorrect matches.
Sign in to see lowprobability grants and correct any errors in linkage between grants and researchers.
Highprobability grants
According to our matching algorithm, Joseph Wagner is the likely recipient of the following grants.
Years 
Recipients 
Code 
Title / Keywords 
Matching score 
2014 — 2017 
Wagner, Joseph 
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information 
Collaborative Research: Research On Learning and Teaching At the PhysicsMathematics Interface
This award supports a project to investigate the development of undergraduate students' mathematical understanding in the context of learning physics, particularly while solving challenging upperdivision physics problems. The project team will conduct an integrated program of research, curriculum development, and assessment of topics covering a typical sophomore or juniorlevel course in mathematical methods. The broad goals are to conduct research on student resources, study the process of transfer from mathematics to physics and the coevolution of knowledge in the two disciplines, and develop a set of Math / Physics tasks suitable for instruction, research, and assessment materials that will integrate challenging math content with topics covered in upperdivision physics core courses. This project has the potential to impact a gateway course to the upper division for physics majors. Curricular materials will be shared through electronic clearinghouses and via published research and it is anticipated that the project will inform instruction  both of math methods courses and subsequent physics courses in which the mathematics is used  nationally and internationally. The student population at California State University Fullerton includes many students from groups traditionally underrepresented in physics, so this project will provide access to researchbased materials for these students and also ensure a diverse research population.
This interdisciplinary project brings together physics education research (PER) and research in undergraduate math education (RUME). It blends efforts at identifying and addressing student conceptual difficulties in physics with efforts toward understanding knowledge transfer in mathematics. The work targets a key course for physics majors, the mathematical methods course that is offered in most departments at the sophomore or juniorlevel. This course is typically intended to be a bridge between introductory physics and calculus courses and the more challenging mathematics and physics encountered by students in the core courses of electricity and magnetism, classical mechanics, and modern physics / quantum mechanics. The project will strengthen the research base in a portion of the curriculum that has, to this point, largely gone unexamined, and will touch upon, and build upon, work in several related areas, including PER in other upperdivision courses as well as the extensive research base in undergraduate mathematics education. This proposed work will provide significant insights into transfer by probing the extent to which the nature of student understanding depends upon the disciplinary context. The research team has many years' experience in PER and RUME and have collaborated on successful research and curriculum development projects at the upper division in thermal physics and the physicsmathematics interface.

0.907 