Applying a mathematical sense-making framework to student work and its potential for curriculum design

This paper extends prior work establishing an operationalized framework of mathematical sense making (MSM) in physics. The framework differentiates between the object being understood (either physical or mathematical) and various tools (physical or mathematical) used to mediate the sense-making proc...

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Autores principales:	Julian D. Gifford, Noah D. Finkelstein
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/8a27a8bf74cb4c8ba4bc33cb2adfff0e
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spelling	oai:doaj.org-article:8a27a8bf74cb4c8ba4bc33cb2adfff0e2021-12-02T14:57:16ZApplying a mathematical sense-making framework to student work and its potential for curriculum design10.1103/PhysRevPhysEducRes.17.0101382469-9896https://doaj.org/article/8a27a8bf74cb4c8ba4bc33cb2adfff0e2021-05-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010138http://doi.org/10.1103/PhysRevPhysEducRes.17.010138https://doaj.org/toc/2469-9896This paper extends prior work establishing an operationalized framework of mathematical sense making (MSM) in physics. The framework differentiates between the object being understood (either physical or mathematical) and various tools (physical or mathematical) used to mediate the sense-making process. This results in four modes of MSM that can be coordinated and linked in various ways. Here, the framework is applied to novel modalities of student written work (both short answer and multiple choice). In detailed studies of student reasoning about the photoelectric effect, we associate these MSM modes with particular multiple choice answers, and substantiate this association by linking both the MSM modes and multiple choice answers with finer-grained reasoning elements that students use in solving a specific problem. Through the multiple associations between MSM mode, distributions of reasoning elements, and multiple-choice answers, we confirm the applicability of this framework to analyzing these sparser modalities of student work and its utility for analyzing larger-scale (N>100) datasets. The association between individual reasoning elements and both MSM modes and MC answers suggest that it is possible to cue particular modes of student reasoning and answer selection. Such findings suggest potential for this framework to be applicable to the analysis and design of curriculum.Julian D. GiffordNoah D. FinkelsteinAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010138 (2021)
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 Julian D. Gifford Noah D. Finkelstein Applying a mathematical sense-making framework to student work and its potential for curriculum design
description	This paper extends prior work establishing an operationalized framework of mathematical sense making (MSM) in physics. The framework differentiates between the object being understood (either physical or mathematical) and various tools (physical or mathematical) used to mediate the sense-making process. This results in four modes of MSM that can be coordinated and linked in various ways. Here, the framework is applied to novel modalities of student written work (both short answer and multiple choice). In detailed studies of student reasoning about the photoelectric effect, we associate these MSM modes with particular multiple choice answers, and substantiate this association by linking both the MSM modes and multiple choice answers with finer-grained reasoning elements that students use in solving a specific problem. Through the multiple associations between MSM mode, distributions of reasoning elements, and multiple-choice answers, we confirm the applicability of this framework to analyzing these sparser modalities of student work and its utility for analyzing larger-scale (N>100) datasets. The association between individual reasoning elements and both MSM modes and MC answers suggest that it is possible to cue particular modes of student reasoning and answer selection. Such findings suggest potential for this framework to be applicable to the analysis and design of curriculum.
format	article
author	Julian D. Gifford Noah D. Finkelstein
author_facet	Julian D. Gifford Noah D. Finkelstein
author_sort	Julian D. Gifford
title	Applying a mathematical sense-making framework to student work and its potential for curriculum design
title_short	Applying a mathematical sense-making framework to student work and its potential for curriculum design
title_full	Applying a mathematical sense-making framework to student work and its potential for curriculum design
title_fullStr	Applying a mathematical sense-making framework to student work and its potential for curriculum design
title_full_unstemmed	Applying a mathematical sense-making framework to student work and its potential for curriculum design
title_sort	applying a mathematical sense-making framework to student work and its potential for curriculum design
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/8a27a8bf74cb4c8ba4bc33cb2adfff0e
work_keys_str_mv	AT juliandgifford applyingamathematicalsensemakingframeworktostudentworkanditspotentialforcurriculumdesign AT noahdfinkelstein applyingamathematicalsensemakingframeworktostudentworkanditspotentialforcurriculumdesign
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Applying a mathematical sense-making framework to student work and its potential for curriculum design

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