Mathematical Representations in Physics Lessons

Geyer, Marie-Annette; Kuske-Janßen, Wiebke

doi:10.1007/978-3-030-04627-9_4

Cited by 12 publications

(6 citation statements)

References 26 publications

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“…In particular, researchers have investigated the differences between students' ability to handle formal representations and their ability to use graphs: these two representational formats are particularly relevant for physics, and among the different possible representations, they are the ones that involve the highest degree of mathematization [3,83]. For example, Bajracharya [78] compared students' use of integral-related concepts in mathematics and in physics, in the presence of graphs and/or equations.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

Carli

Lippiello

Perona³

et al. 2020

Phys. Rev. Phys. Educ. Res.

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In this article, we discuss the development and the administration of a multiple-choice test, which we named Test of Calculus and Vectors in Mathematics and Physics (TCV-MP), aimed at comparing students' ability to answer questions on derivatives, integrals, and vectors in a purely mathematical context and in the context of physics. The comparison between the two contexts was achieved by using parallel (isomorphic) questions in mathematics and physics. The final version of the test contains 34 items (17 in a purely mathematical context and 17 in the context of physics) involving different representations (graphs, words, numbers, and formal expressions) of the concepts covered by the test. The test was administered in Spring 2018 to 1252 first-year students enrolled in 23 different degree programs of the School of Science and the School of Engineering of the University of Padua. We assessed the validity, reliability, and discriminatory power of the test both as a whole and at the single-item level, obtaining values within the desired ranges. The analysis of students' answers to individual items and the comparison between parallel mathematics and physics items provides insights into the factors that affect students' ability to use derivatives, integrals, and vectors in the context of introductory physics. We believe that the instrument we have developed can be useful not only for research purposes, but also for instructors and for students.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

Carli

Lippiello

Perona³

et al. 2020

Phys. Rev. Phys. Educ. Res.

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show abstract

“…Sci-Label sensemaking refers to connecting variables in mathematical equations with characteristics of objects or processes within the scientific phenomena. These characteristics could refer to quantifiable aspects of specific objects in the phenomenon (e.g., number of sperm types, mass) or they could refer to a quantity that characterizes a process within the phenomenon (e.g., time, temperature, force) (Becker et al, 2017;Becker & Towns, 2012;Bing & Redish, 2007;Geyer & Kuske-Janßen, 2019;Hansson, Hansson, Juter, & Redfors, 2015;Hu & Rebello, 2013;Izsák, 2004;Kuo et al, 2013;Lehavi et al, 2017;Pietrocola, 2009;Quale, 2011;Redish, 2017;Redish & Kuo, 2015;Rodriguez et al, 2019;Schuchardt, 2016;Schuchardt & Schunn, 2016; Svoboda & Passmore,…”

Section: Sci-label Sensemakingmentioning

confidence: 99%

“…The Sci-Description sensemaking category captures the use of mathematics to provide a measure of properties of physical objects, or of scientific phenomena or systems (Bain, Rodriguez, & Towns, 2019b;Brahmia et al, 2016;Geyer & Kuske-Janßen, 2019;Lehavi et al, 2017;Lehrer & Schauble, 2010;Pospiech, 2019;Wink & Ryan, 2019). For example, density is a measure of the property of a substance.…”

Section: Sci-description Sensemakingmentioning

confidence: 99%

“…The category of Sci-Pattern sensemaking emerged from multiple studies suggesting mathematical equations in science represent patterns in scientific phenomena (Bain, Rodriguez, & Towns, 2019b;Baxter et al, 2014;Becker et al, 2017;Becker & Towns, 2012;Etkina et al, 2006;Geyer & Kuske-Janßen, 2019;Gupta & Elby, 2011;Hestenes, 2010;Hu & Rebello, 2013;Karam & Krey, 2015;Kuo et al, 2013;Michelsen, 2015;Pospiech, 2019;Quale, 2011;Redish, 2017;Rodriguez et al, 2019;Sherin, 2006;Svoboda & Passmore, 2013). The Sci-Pattern category captures sensemaking of the trend or pattern among variables in the mathematical expression, how properties of a system vary with respect to one another.…”

Section: Sci-pattern Sensemakingmentioning

confidence: 99%

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Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science

Zhao

Schuchardt

2021

IJ STEM Ed

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Scientific ideas are often expressed as mathematical equations. Understanding the ideas contained within these equations requires making sense of both the embedded mathematics knowledge and scientific knowledge. Students who can engage in this type of blended sensemaking are more successful at solving novel or more complex problems with these equations. However, students often tend to rely on algorithmic/procedural approaches and struggle to make sense of the underlying science. This deficit may partly be the fault of instruction that focuses on superficial connections with the science and mathematics knowledge such as defining variables in the equation and demonstrating step-by-step procedures for solving problems. Research into the types of sensemaking of mathematical equations in science contexts is hindered by the absence of a shared framework. Therefore, a review of the literature was completed to identify themes addressing sensemaking of mathematical equations in science. These themes were compiled into nine categories, four in the science sensemaking dimension and five in the mathematics sensemaking dimension. This framework will allow for comparison across studies on the teaching and learning of mathematical equations in science and thus help to advance our understanding of how students engage in sensemaking when solving quantitative problems as well as how instruction influences this sensemaking.

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“…Because the characteristics of studying physics are quite complicated, difficulties can occur when teachers make tools to teach in achieving goals (Marsha R. Valencia, 2020). The difficulty of students in studying physics is mostly related to their mathematical abilities, where this concept will be able to relate to their physical abilities (Geyer & Kuske-Janben, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Teacher Difficulties in Teaching Physics Courses in MAN 1 Konawe Selatan

Halmuniati

Saputra

Syam

et al. 2022

J. Pendidik. Fis. Teknol.

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This research was conducted with the aim of knowing the process of implementing physics learning, what factors cause teacher teaching difficulties and solutions to the teacher's difficulties. This research was conducted at MAN 1 Konsel with 3 physics teachers as informants who used descriptive methods through a qualitative approach. Data collection techniques with observation, interviews and documentation. The data analysis technique uses data collection, data reduction, presentation, and drawing conclusions or verification. From the results of the study, it was found that at the time of implementation of learning, it was found that all teachers had quite a difficulty in developing teaching materials. There are 4 factors that influence the difficulty of teachers in teaching physics, namely the low basic mathematical ability of students, inadequate facilities and infrastructure, the learning methods used by schools are less varied and innovative, and the time allocation is still lacking in achieving learning objectives. So the solution to answer the difficulties they are experiencing is that the teacher must involve students with good mathematical abilities to help their friends, using simple laboratory tools that the teacher can make themselves by using used materials or by using virtual laboratories, the teacher must also combine various methods and techniques. Innovative learning model, strives to maximize the available time allocation.

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Mathematical Representations in Physics Lessons

Cited by 12 publications

References 26 publications

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science

Analysis of Teacher Difficulties in Teaching Physics Courses in MAN 1 Konawe Selatan

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