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Physical Review Physics Education Research
written by Julian D. Gifford and Noah D. Finkelstein
This paper presents a framework designed to help categorize various sense making moves, allowing for greater specificity in describing and understanding student reasoning and also in the development of curriculum to support this reasoning. The framework disaggregates between the mechanisms of student reasoning (the cognitive tool that they are employing) and what they are reasoning about (the object). Noting that either the tool or object could be mathematical or physical, the framework includes four basic sense making modes: Use of a mathematical tool to understand a mathematical object, use of a mathematical tool to understand a physical object, use of a physical tool to understand a mathematical object, and use of a physical tool to understand a physical object. We identify three fundamental processes by which these modes may be combined (translation, chaining, and coordination) and present a visual representation that captures both the individual reasoning modes and the processes by which they are combined. The utility of the framework as a tool for describing student reasoning is demonstrated through the analysis of two extended reasoning episodes. Finally, implications of this framework for curricular design are discussed.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020121
Subjects Levels Resource Types
Education - Basic Research
- Cognition
= Cognition Development
- Problem Solving
= Frameworks
= Metacognition
General Physics
- Physics Education Research
- Scientific Reasoning
- Upper Undergraduate
- Reference Material
= Research study
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- Educators
- Administrators
- Researchers
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License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020121
NSF Numbers:
DUE
1625824
Keywords:
physics sense making, sense making
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
June 27, 2022 by Caroline Hall
Last Update
when Cataloged:
September 22, 2020
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AIP Format
J. Gifford and N. Finkelstein, , Phys. Rev. Phys. Educ. Res. 16 (2), 020121 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020121).
AJP/PRST-PER
J. Gifford and N. Finkelstein, Categorical framework for mathematical sense making in physics, Phys. Rev. Phys. Educ. Res. 16 (2), 020121 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020121>.
APA Format
Gifford, J., & Finkelstein, N. (2020, September 22). Categorical framework for mathematical sense making in physics. Phys. Rev. Phys. Educ. Res., 16(2), 020121. Retrieved June 20, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020121
Chicago Format
Gifford, Julian D., and Noah Finkelstein. "Categorical framework for mathematical sense making in physics." Phys. Rev. Phys. Educ. Res. 16, no. 2, (September 22, 2020): 020121, https://doi.org/10.1103/PhysRevPhysEducRes.16.020121 (accessed 20 June 2024).
MLA Format
Gifford, Julian D., and Noah Finkelstein. "Categorical framework for mathematical sense making in physics." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020121. 20 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020121>.
BibTeX Export Format
@article{ Author = "Julian D. Gifford and Noah Finkelstein", Title = {Categorical framework for mathematical sense making in physics}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020121}, Month = {September}, Year = {2020} }
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%A Julian D. Gifford %A Noah Finkelstein %T Categorical framework for mathematical sense making in physics %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D September 22, 2020 %P 020121 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020121 %O text/html

EndNote Export Format

%0 Journal Article %A Gifford, Julian D. %A Finkelstein, Noah %D September 22, 2020 %T Categorical framework for mathematical sense making in physics %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020121 %8 September 22, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020121


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