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Abstract Title: Invention of Physical Quantities as an Underpinning for Proportional Reasoning
Abstract: Mathematical reasoning skills are fundamental tools for understanding physics, and proportional reasoning is perhaps the most familiar skill.  Physicists reason this way in the context of nearly every physical quantity. It is rudimentary, yet we know our students often leave our courses without having mastered this important skill. In an ongoing collaboration between Rutgers University, Western Washington University and New Mexico State University we have developed curricular materials and methods for using invention as a preparation for instruction, building the foundation for proportional reasoning in the context of physics. This poster describes "invention sequences" that are based on inventing-with-contrasting-cases piloted at Stanford University School of Education*. We present the materials and how their existence has affected the emphasis of the teachers and students that use them.

Abstract Footnotes: * http://aaalab.stanford.edu/
Abstract Type: Targeted Poster
Targeted Session: Proportional Reasoning in Physics: What are students thinking? How can we help?

Author/Organizer Information

Primary Contact: Suzanne White Brahmia
Rutgers University Department of Physics and Astronomy