  Undergraduate students of physics in Tibet have great difficulty learning
quantum mechanics (QM). We attempt to use PER-based methods to help Tibetan
students learn QM. In this preliminary study, we incorporate Mathematica in a
QM course at Tibet University and record students' learning experiences.
Tibetan students tend to have subjective feelings of learning Mathematica,
whereas Han students (majority) are more focused on the operational techniques
of Mathematica. The results also suggest that both Tibetan students and Han
students show limited improvement in time-independent Schrodinger equations
after learning QM with Mathematica. Further effort is needed to improve the
academic literacy skills of physics students in Tibet.
