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Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding
written by
Julian D. Gifford and Noah D. Finkelstein
For both instructors and researchers there is interest in student "sense making" and specifically on mathematical sense making. Here, we introduce a framework that distinguishes between the object of the sense making (mathematical or physical) and the tool used for sense making (formal mathematics or conceptual physics), thus foregrounding focus and mechanism in student problem solving. We situate this framework in both a general discussion of sense making and of mathematical sense making in particular, and then apply it to data from a focus group. This analysis highlights a particular mode of sense making, where a conceptual understanding of a physical system is used as a tool to understand a mathematical object. While we begin to demonstrate its utility in describing the individual moves that students make, as well as the coordination and sequencing of these moves, when engaged in a larger mathematical sense making activity, we anticipate that the framework will also provide a guide for the design and development of curricula that support these sense making moves.
Physics Education Research Conference 2019
Part of the PER Conference series Provo, UT: July 24-25, 2019 Pages 172-177
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=15273">Gifford, Julian D., and Noah Finkelstein. "Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019.</a>
AIP Format
J. Gifford and N. Finkelstein, , presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184).
AJP/PRST-PER
J. Gifford and N. Finkelstein, Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184>.
APA Format
Gifford, J., & Finkelstein, N. (2019, July 24-25). Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved June 13, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184
Chicago Format
Gifford, Julian D., and Noah Finkelstein. "Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184 (accessed 13 June 2024).
MLA Format
Gifford, Julian D., and Noah Finkelstein. "Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding." Physics Education Research Conference 2019. Provo, UT: 2019. 172-177 of PER Conference. 13 June 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184>.
BibTeX Export Format
@inproceedings{
Author = "Julian D. Gifford and Noah Finkelstein",
Title = {Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding},
BookTitle = {Physics Education Research Conference 2019},
Pages = {172-177},
Address = {Provo, UT},
Series = {PER Conference},
Month = {July 24-25},
Year = {2019}
}
Refer Export Format
%A Julian D. Gifford %A Noah Finkelstein %T Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding %S PER Conference %D July 24-25 2019 %P 172-177 %C Provo, UT %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184 %O Physics Education Research Conference 2019 %O July 24-25 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Gifford, Julian D. %A Finkelstein, Noah %D July 24-25 2019 %T Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding %B Physics Education Research Conference 2019 %C Provo, UT %P 172-177 %S PER Conference %8 July 24-25 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding:Know of another related resource? Login to relate this resource to it. |
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