Framework for the Natures of Negativity in Introductory Physics

Autor/inn/en	Brahmia, Suzanne White; Olsho, Alexis; Smith, Trevor I.; Boudreaux, Andrew
Titel	Framework for the Natures of Negativity in Introductory Physics
Quelle	In: Physical Review Physics Education Research, 16 (2020) 1, Artikel 010120 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brahmia, Suzanne White) ORCID (Smith, Trevor I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Introductory Courses; Science Instruction; Physics; Mathematics Skills; Calculus; Thinking Skills; Algebra; Mathematics Education; Guidelines; Teaching Methods; Concept Formation + Suchen Sie Ihr Suchwort? Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Denkfähigkeit; Mathematische Bildung; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung
Abstract	Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Novices can struggle to understand the many roles signed numbers play in physics contexts, and recent evidence shows that unresolved struggle can carry over to subsequent physics courses. Positive and negative quantities are ubiquitous in physics, and the sign carries important and varied meanings. The mathematics education research literature documents the cognitive challenge of conceptualizing negative numbers as mathematical objects--both for experts, historically, and for novices as they learn. We contribute to the small but growing body of research in physics contexts that examines student reasoning about signed quantities and reasoning about the use and interpretation of signs in mathematical models. In this paper we present a framework for categorizing various meanings and interpretations of the negative sign in physics contexts, inspired by established work in algebraic contexts from the mathematics education research community. Such a framework can support innovation that can catalyze deeper mathematical conceptualizations of signed quantities in the introductory courses and beyond. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01