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Physical Review Physics Education Research
written by Julian D. Gifford and Noah D. Finkelstein
This paper extends prior work establishing an operationalized framework of mathematical sense making (MSM) in physics. The framework differentiates between the object being understood (either physical or mathematical) and various tools (physical or mathematical) used to mediate the sense-making process. This results in four modes of MSM that can be coordinated and linked in various ways. Here, the framework is applied to novel modalities of student written work (both short answer and multiple choice). In detailed studies of student reasoning about the photoelectric effect, we associate these MSM modes with particular multiple choice answers, and substantiate this association by linking both the MSM modes and multiple choice answers with finer-grained reasoning elements that students use in solving a specific problem. Through the multiple associations between MSM mode, distributions of reasoning elements, and multiple-choice answers, we confirm the applicability of this framework to analyzing these sparser modalities of student work and its utility for analyzing larger-scale (N>100) datasets. The association between individual reasoning elements and both MSM modes and MC answers suggest that it is possible to cue particular modes of student reasoning and answer selection. Such findings suggest potential for this framework to be applicable to the analysis and design of curriculum.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 010138
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
Education - Basic Research
- Cognition
= Cognition Development
General Physics
- Physics Education Research
Quantum Physics
- Quantization
= Photoelectric Effect
- Graduate/Professional
- Reference Material
= Research study
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.010138
Keywords:
schema, sense making
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
May 24, 2021
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AIP Format
J. Gifford and N. Finkelstein, , Phys. Rev. Phys. Educ. Res. 17 (1), 010138 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.010138).
AJP/PRST-PER
J. Gifford and N. Finkelstein, Applying a mathematical sense-making framework to student work and its potential for curriculum design, Phys. Rev. Phys. Educ. Res. 17 (1), 010138 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.010138>.
APA Format
Gifford, J., & Finkelstein, N. (2021, May 24). Applying a mathematical sense-making framework to student work and its potential for curriculum design. Phys. Rev. Phys. Educ. Res., 17(1), 010138. Retrieved December 9, 2022, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010138
Chicago Format
Gifford, Julian D., and Noah Finkelstein. "Applying a mathematical sense-making framework to student work and its potential for curriculum design." Phys. Rev. Phys. Educ. Res. 17, no. 1, (May 24, 2021): 010138, https://doi.org/10.1103/PhysRevPhysEducRes.17.010138 (accessed 9 December 2022).
MLA Format
Gifford, Julian D., and Noah Finkelstein. "Applying a mathematical sense-making framework to student work and its potential for curriculum design." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 010138. 9 Dec. 2022 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010138>.
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@article{ Author = "Julian D. Gifford and Noah Finkelstein", Title = {Applying a mathematical sense-making framework to student work and its potential for curriculum design}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {1}, Pages = {010138}, Month = {May}, Year = {2021} }
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%A Julian D. Gifford %A Noah Finkelstein %T Applying a mathematical sense-making framework to student work and its potential for curriculum design %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D May 24, 2021 %P 010138 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010138 %O text/html

EndNote Export Format

%0 Journal Article %A Gifford, Julian D. %A Finkelstein, Noah %D May 24, 2021 %T Applying a mathematical sense-making framework to student work and its potential for curriculum design %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 010138 %8 May 24, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010138


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