Achilles Overtakes the Turtle: Experiments and Theory Addressing Students' Difficulties with Infinite Processes

Autor/inn/en	De Luca, Roberto; Di Mauro, Marco; Naddeo, Adele; Onorato, Pasquale; Rosi, Tommaso
Titel	Achilles Overtakes the Turtle: Experiments and Theory Addressing Students' Difficulties with Infinite Processes
Quelle	In: Physics Education, 55 (2020) 3, Artikel 035010 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Luca, Roberto) ORCID (Di Mauro, Marco) ORCID (Onorato, Pasquale) ORCID (Rosi, Tommaso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Physics; Science Instruction; Mathematics Instruction; Metacognition; Telecommunications; Handheld Devices; Information Technology; Measurement; Difficulty Level; Photography; Motion; Introductory Courses; College Students; High School Students; Advanced Students; Student Attitudes; Concept Formation; Teaching Methods; Science Experiments + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Telekommunikationstechnik; Informationstechnologie; Messverfahren; Schwierigkeitsgrad; Fotografie; Bewegungsablauf; Einführungskurs; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fortgeschrittener; Schülerverhalten; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The difficulties students have in blending mathematics and physics are here analyzed, by focusing on the issue of a convergent series. We present an experimental and a theoretical analysis of some phenomena which can be investigated employing series, as the bouncing marble and Zeno's paradox of Achilles and the turtle. Measurements were carried out by students employing ICT instruments, such as the smartphone microphone, the smartphone camera or online motion sensors and results were the grounds for a deep discussion about the apparent paradox and the sources of students' misunderstanding. The activities were designed for students on introductory university courses or in advanced high-school classes and was implemented with 90 students of mathematics and physics who are interested in a curriculum addressed to the teaching of mathematics and physics at high school level. Results about their preconceptions before the sequence and some quotes of their metacognitive thinking after the activities are reported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01