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Abstract Title: Learning to use math in science: Teaching epistemic tools
Abstract: Biology students taking Introductory Physics for the Life Sciences (IPLS) classes have a reputation for having trouble using math. One possible reason for this is that they are often juniors or seniors who have last taken a math class three or four years ago and who have not been asked to use (symbolic) math much since then. But another possible reason is that math in science is really a different language from math in math and codes meaning in a different way.* We identify epistemic tools that underlie this difference and that can be used in IPLS instruction. We will display a set of tools and activities to teach them to an IPLS class.**  

Work supported in part by NSF grant DUE-1504366.

* E. Redish and E. Kuo,  Science & Education, 24:5-6 (2015) 561-590.
** E. Redish et al., Am. J. Phys. 82:5 (2014) 368-377.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C71

Author/Organizer Information

Primary Contact: Edward Redish
University of Maryland
Department of Physics
082 Regents Drive
College Park, MD 20742-4111
Phone: 240-731-3692
Co-Author(s)
and Co-Presenter(s)
Mark Eichenlaub, University of Maryland
Deborah Hemingway, University of Maryland

Contributed Poster

Contributed Poster: Download the Contributed Poster