PERC 2018 Abstract Detail Page
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| Abstract Title: | “So it’s the same equation...”: A blending analysis of student reasoning with functions in kinematics |
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| Abstract: | Student use of mathematics in physics is an area of current interest in both PER and the Research in Undergraduate Math Education (RUME) community. In particular, the function concept has been widely studied in RUME but has received less attention in PER. Using a grounded approach, this study probes introductory physics students on their ability to (1) interpret graphical representations of position vs. time functions and their corresponding derivatives and to (2) translate the graphical representation into a meaningful symbolic representation. Data were collected through think-aloud interviews and analyzed using a cognitive blending framework [Fauconnier and Turner, 2002]. We created what we believe to be an "ideal expert blend" of math and physics mental spaces against which the student responses were compared. We focus on case studies of two students whose approaches differed and examine how blending influenced responses to a novel graphical representation. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A91 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Henry Taylor California State University, Fullerton |
| Co-Author(s) and Co-Presenter(s) |
Henry Taylor, Dr. Michael Loverude |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
