Framework for the natures of negativity in introductory physics

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 subse...

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Autores principales:	Suzanne White Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/144713df0ef0458e9617fe6d73480eb4
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spelling	oai:doaj.org-article:144713df0ef0458e9617fe6d73480eb42021-12-02T13:08:40ZFramework for the natures of negativity in introductory physics10.1103/PhysRevPhysEducRes.16.0101202469-9896https://doaj.org/article/144713df0ef0458e9617fe6d73480eb42020-04-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.010120http://doi.org/10.1103/PhysRevPhysEducRes.16.010120https://doaj.org/toc/2469-9896Mathematical 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.Suzanne White BrahmiaAlexis OlshoTrevor I. SmithAndrew BoudreauxAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 1, p 010120 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Suzanne White Brahmia Alexis Olsho Trevor I. Smith Andrew Boudreaux Framework for the natures of negativity in introductory physics
description	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.
format	article
author	Suzanne White Brahmia Alexis Olsho Trevor I. Smith Andrew Boudreaux
author_facet	Suzanne White Brahmia Alexis Olsho Trevor I. Smith Andrew Boudreaux
author_sort	Suzanne White Brahmia
title	Framework for the natures of negativity in introductory physics
title_short	Framework for the natures of negativity in introductory physics
title_full	Framework for the natures of negativity in introductory physics
title_fullStr	Framework for the natures of negativity in introductory physics
title_full_unstemmed	Framework for the natures of negativity in introductory physics
title_sort	framework for the natures of negativity in introductory physics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/144713df0ef0458e9617fe6d73480eb4
work_keys_str_mv	AT suzannewhitebrahmia frameworkforthenaturesofnegativityinintroductoryphysics AT alexisolsho frameworkforthenaturesofnegativityinintroductoryphysics AT trevorismith frameworkforthenaturesofnegativityinintroductoryphysics AT andrewboudreaux frameworkforthenaturesofnegativityinintroductoryphysics
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Framework for the natures of negativity in introductory physics

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