Literaturnachweis - Detailanzeige
| Autor/inn/en | Gifford, Julian D.; Finkelstein, Noah D. |
|---|---|
| Titel | Categorical Framework for Mathematical Sense Making in Physics |
| Quelle | In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020121 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Gifford, Julian D.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2469-9896 |
| Schlagwörter | Mathematics Skills; Problem Solving; Physics; Thinking Skills; Abstract Reasoning; Curriculum Development; Curriculum Design; Science Process Skills; Intermode Differences; Equations (Mathematics); Models |
| Abstract | We present a framework designed to help categorize various sense making moves, allowing for greater specificity in describing and understanding student reasoning and also in the development of curriculum to support this reasoning. The framework disaggregates between the mechanisms of student reasoning (the cognitive "tool" that they are employing) and what they are reasoning about (the "object"). Noting that either the tool or object could be mathematical or physical, the framework includes four basic sense making modes: Use of a mathematical tool to understand a mathematical object, use of a mathematical tool to understand a physical object, use of a physical tool to understand a mathematical object, and use of a physical tool to understand a physical object. We identify three fundamental processes by which these modes may be combined ("translation," "chaining," and "coordination") and present a visual representation that captures both the individual reasoning modes and the processes by which they are combined. The utility of the framework as a tool for describing student reasoning is demonstrated through the analysis of two extended reasoning episodes. Finally, implications of this framework for curricular design are discussed. (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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
