## Conference

### Physics Education Research Conference 2017

*
July 26, 2017 - July 27, 2017
in Cincinnati, Ohio
*

PERC 2016 will be held at the RiverCenter Convention Center in Cincinnati. The main conference hotel will be the Marriott Cincinnati RiverCenter.

### Conference theme: Mathematization and Physics Education Research

The number of publications that are focusing on mathematics in physics is increasing, and there are increasing connections between PER and the Research in Undergraduate Mathematics Education (RUME) community. As a result, we have chosen to highlight mathematization research at the 2017 PERC in Cincinnati. By mathematization, we refer to the spontaneous tendency to use mathematical concepts to quantify and make sense of the physical world. It is__not__about how well people can perform the procedures of mathematics. Rather, mathematization describes how people conceptualize the meaning of mathematics in the context of physics.

Expert-like mathematization in physics involves both a procedural and conceptual mastery of the prerequisite mathematics involved (Redish and Kuo, 2015; Thompson, 2011). Gray and Tall (1994) highlight this distinction, and refer to the target learning goal as

*proceptual*understanding, in which

*procedural*mastery and

*concept*ual understanding coexist. When reasoning mathematically with physics quantities, many students become entrenched in a procedural approach. Some students reach a high level of procedural efficiency without much conceptual mathematical understanding, while other students develop greater mathematical flexibility. An achievement gap emerges between those who perform procedurally and those who develop greater flexibility. Gray and Tall refer to this gap in early math learning as the

*proceptual divide*.

The proceptual divide is evident in physics courses, where success depends on having a proceptual understanding of both the prerequisite math and the learned physics. For example, Brahmia, Boudreaux, and Kanim (under review) report on obstacles that many calculus level students encounter using basic proportional reasoning when it involves physics quantities and real numbers, rather than everyday quantities and whole numbers. Rebello et al. (2007) observed that most introductory physics students approach symbol-rich physics problems that involve calculus or trigonometry as a procedure, framing their task as one of answermaking instead of sensemaking.

Plenary speakers at the 2017 PERC will include mathematics education researchers Megan Wawro (Virginia Tech) and Michael Oehrtman (Oklahoma State University). The conference will include breakout sessions featuring poster and talk symposia, workshops, and, for the first time at PERC, juried talks. Contributed poster sessions will include a venue for first-time presenters.

### Conference organizing committee

Steve Kanim (New Mexico State University)Suzanne White Brahmia (University of Washington)

John Thompson (University of Maine)

Michael Loverude (California State University Fullerton)

### Important Dates (Tentative!)

March 10: Pre-proposal form for parallel sessions due; Abstract Submission openedApril 14: Full proposals for parallel sessions and juried talks due

May 12: Juried talks selected

May 19: Contributed poster abstracts due.

May 19: First timer abstracts due.

May 19: PERC paper submission opened.

June 23: Undergraduate abstracts due.

July 1: PERC papers due.