What part of the concept of acceleration is difficult to understand: The mathematics, the physics, or both?

Autor/in	Tasar, Mehmet Fatih
Titel	What part of the concept of acceleration is difficult to understand: The mathematics, the physics, or both?
Quelle	In: ZDM : mathematics education, 42 (2010) 5, S. 469-482 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-010-0262-9
Schlagwörter	Forschung; Forschung; Mathematikunterricht; Physikunterricht; Beschleunigung; Analogie; Mathematikunterricht; Beschleunigung; Bewegung (Phys); Kraft (Phys); Physikunterricht; Analogie
Abstract	In this paper, details of student difficulties in understanding the concept of acceleration and the mathematical and physical/intuitive sources of these are delineated by utilizing the teaching experiment methodology. As a result of the study, two anchoring analogies are proposed that can be used as a diagnostic tool for students' alternative conceptions. These can be used in teaching to highlight the peculiarity of acceleration concept. This study portrays how seeing acceleration as `rate of change' of a quantity (velocity) and recognizing the consequences of such a definition are hindered in certain ways which in turn negatively affect learning the concept of force. This is also an example that illustrates that a rather 'simple' mathematical concept (i.e., rate of change) for the expert can become a complex phenomenon when embedded in a physical concept (i.e., acceleration) which is consistently found to be as a misconception among learners at various levels that is widely occurring and very resistant to change.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2011/2