Categorical framework for mathematical sense making in physics

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 reasoni...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Julian D. Gifford, Noah D. Finkelstein
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/f6ec7e5f50f349cfb453b62e60b65540
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:f6ec7e5f50f349cfb453b62e60b65540
record_format	dspace
spelling	oai:doaj.org-article:f6ec7e5f50f349cfb453b62e60b655402021-12-02T11:20:35ZCategorical framework for mathematical sense making in physics10.1103/PhysRevPhysEducRes.16.0201212469-9896https://doaj.org/article/f6ec7e5f50f349cfb453b62e60b655402020-09-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020121http://doi.org/10.1103/PhysRevPhysEducRes.16.020121https://doaj.org/toc/2469-9896We 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.Julian D. GiffordNoah D. FinkelsteinAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020121 (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 Julian D. Gifford Noah D. Finkelstein Categorical framework for mathematical sense making in physics
description	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.
format	article
author	Julian D. Gifford Noah D. Finkelstein
author_facet	Julian D. Gifford Noah D. Finkelstein
author_sort	Julian D. Gifford
title	Categorical framework for mathematical sense making in physics
title_short	Categorical framework for mathematical sense making in physics
title_full	Categorical framework for mathematical sense making in physics
title_fullStr	Categorical framework for mathematical sense making in physics
title_full_unstemmed	Categorical framework for mathematical sense making in physics
title_sort	categorical framework for mathematical sense making in physics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/f6ec7e5f50f349cfb453b62e60b65540
work_keys_str_mv	AT juliandgifford categoricalframeworkformathematicalsensemakinginphysics AT noahdfinkelstein categoricalframeworkformathematicalsensemakinginphysics
_version_	1718396032467861504

Categorical framework for mathematical sense making in physics

Ejemplares similares