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Results #1-#8 of 8
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Students’ Responses to Different Representations of a Vector Addition Question 
  
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J. Hawkins, J. Thompson, M. Wittmann, E. Sayre, and B. Frank, PERC 2010 Proceedings, 165-168.
We investigate if the visual representation of vectors can affect which methods students use to add them. We gave students one of four questions with different graphical…
https://www.per-central.org/document/ServeFile.cfm?ID=10442&DocID=1899
Mastery learning in the zone of proximal development 
  
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B. Gutmann, G. Gladding, M. Lundsgaard, and T. Stelzer, PERC 2017 Proceedings, 156-159.
Mastery-style online homework is used at the University of Illinois at Urbana-Champaign in a freshmen preparatory physics course. Its implementation revealed that some content is…
https://www.per-central.org/document/ServeFile.cfm?ID=14594&DocID=4771
NoNIP: Natures of Negativity in Introductory Physics 
  
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S. Brahmia, A. Olsho, T. Smith, and A. Boudreaux, PERC 2018 Proceedings.
Mathematical reasoning skills are a desired outcome of introductory physics courses, particularly calculus-based courses. Signed quantities are ubiquitous in physics, and sign…
https://www.per-central.org/document/ServeFile.cfm?ID=14763&DocID=4910
Towards understanding learning challenges involving sign conventions in introductory level kinematics 
  
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M. Eriksson, C. Linder, and U. Eriksson, PERC 2018 Proceedings.
Coming to appropriately appreciate the meaning of algebraic signs is an important aspect in introductory kinematics. However, in this educational context, the “disciplinary relevant…
https://www.per-central.org/document/ServeFile.cfm?ID=14782&DocID=4929
Meanings of the equals sign in upper-level undergraduate problem solving 
  
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D. Zohrabi Alaee, E. Sayre, and S. Franklin, PERC 2018 Proceedings.
The conceptual meaning behind the equals sign depends on its use and can show the cultural significance of different practices in solving physics problems. We use Sherin’s symbolic…
https://www.per-central.org/document/ServeFile.cfm?ID=14870&DocID=5017
Physical Review Physics Education Research
Isolating approaches: How middle-division physics students coordinate forms and representations in complex algebra 
  
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E. Smith, J. Zwolak, and C. Manogue, Phys. Rev. Phys. Educ. Res., 15 (1), 010138 (2019).
Mathematical reasoning with algebraic and geometric representations is essential for success in upper-division and graduate-level physics courses. Complex algebra requires student to…
https://doi.org/10.1103/PhysRevPhysEducRes.15.010138
The Ratio Table: a tool for understanding ratios 
  
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P. Southey, PERC 2019 Proceedings, 567-572.
Arnold Arons described an inadequate understanding of ratios as “one of the most serious impediments to the study of science” [1]. Yet ample math and physics education research…
https://www.per-central.org/document/ServeFile.cfm?ID=15306&DocID=5218
Supporting student quantitative skills across introductory STEM courses: faculty approaches and perceived needs 
  
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M. Eblen-Zayas, E. Altermatt, L. Muller, J. Leamon, and S. Richard, PERC 2020 Proceedings, 137-142.
We present the results of a survey of 220 faculty members at selective liberal arts colleges who teach introductory STEM courses. The survey was designed to learn how these faculty…
https://www.per-central.org/document/ServeFile.cfm?ID=15472&DocID=5320