PERC 2018 Abstract Detail Page
Previous Page | New Search | Browse All
| 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 |
