Quantum Picturalism: Learning Quantum Theory in High School

• Published in: arXiv.org
• Main Authors: Dündar-Coecke, Selma, Yeh, Lia, Puca, Caterina, Pfaendler, Sieglinde M -L, Muhammad Hamza Waseem, Cervoni, Thomas, Kissinger, Aleks, Gogioso, Stefano, Coecke, Bob
• Format: Paper Journal Article
• Language: English
• Published: Ithaca Cornell University Library, arXiv.org 06.12.2023
• Subjects: Complex numbers; Hilbert space; Learning; Mathematical analysis; Matrix algebra; Multiplication; Physics - Physics Education; Physics - Quantum Physics; Probability theory; Quantum theory; Teaching; Technical education; Vector spaces
• DOI: 10.48550/arxiv.2312.03653

Quantum theory is often regarded as challenging to learn and teach, with advanced mathematical prerequisites ranging from complex numbers and probability theory to matrix multiplication, vector space algebra and symbolic manipulation within the Hilbert space formalism. It is traditionally considered an advanced undergraduate or graduate-level subject. In this work, we challenge the conventional view by proposing "Quantum Picturalism" as a new approach to teaching the fundamental concepts of quantum theory and computation. We establish the foundations and methodology for an ongoing educational experiment to investigate the question "From what age can students learn quantum theory if taught using a diagrammatic approach?". We anticipate that the primary benefit of leveraging such a diagrammatic approach, which is conceptually intuitive yet mathematically rigorous, will be eliminating some of the most daunting barriers to teaching and learning this subject while enabling young learners to reason proficiently about high-level problems. We posit that transitioning from symbolic presentations to pictorial ones will increase the appeal of STEM education, attracting more diverse audience.