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Abstract Title: A conceptual blend analysis of student reasoning about Physics Quantitative Literacy Reasoning Inventory (PIQL) items
Abstract: Mathematical reasoning flexibility across physics contexts is a desirable learning outcome of introductory physics, where the "math world" and "physical world" intersect. Physics Quantitative Literacy (PQL) is a set of interconnected skills and habits of mind that support quantitative reasoning about the physical world, partially characterized by Sherin's symbolic forms. The Physics Inventory of Quantitative Literacy (PIQL) assesses student facility with the cognitive building blocks for creating symbolic models in physics -- proportional reasoning, co-variational reasoning, and reasoning with signed physics quantities. We apply a conceptual blending theory (CBT) analysis of interviews in which students think-aloud as they answer PIQL items. A CBT analysis helps uncover hierarchical, partially-correct reasoning patterns. CBT holds potential as a framework for mapping the emergence of mathematical reasoning flexibility in the introductory physics sequence that leads to productive reasoning, as characterized by Sherin's symbolic forms.
Abstract Type: Symposium Talk
Parallel Session: Using the theory of conceptual blending at the mathematics-physics interface

Author/Organizer Information

Primary Contact: Suzanne White Brahmia
University of Washington
and Co-Presenter(s)
Alexis Olsho, University of Washington
Charlotte Zimmermann, University of Washington
Trevor Smith, Rowan University