PERC 2021 Abstract Detail Page
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| Abstract Title: | Prompting sense-making with bidirectional reasoning using a convention-breaking representation in kinematics |
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| Abstract: | The function concept is central to college math instruction. Introductory physics courses approach many of the same topics and use what seem to be the same mathematical ideas, but the level of emphasis on the function concept in most introductory physics courses is minimal. We describe efforts to examine student physics learning using ideas adopted from the Research in Undergraduate Mathematics Education (RUME) community, including student understanding of functions as well as covariation [Carlson et al 2002]. In particular we highlight work inspired by the RUME literature [Moore et al 2014, 2015] in which student sense-making is prompted by tasks that break typical representational conventions. We will describe student responses to tasks posed in interviews in which we used comparison tasks drawn from the existing PER and RUME literature as well as a novel, convention-breaking task intended to probe an aspect of covariation known as bidirectionality [Thompson 1996, Moore 2015]. Supported in part by NSF grants PHY#1406035 and PHY#1912660 as well as the Black Family Foundation. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Considering covariational reasoning in math and physics |
Author/Organizer Information | |
| Primary Contact: |
Michael Loverude California State University Fullerton |
| Co-Author(s) and Co-Presenter(s) |
Henry Taylor |
