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A cognitive framework for analyzing ...

Tuminaro, Jonathan.

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A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics./
作者:	Tuminaro, Jonathan.
面頁冊數:	239 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 0786.
Contained By:	Dissertation Abstracts International65-02B.
標題:	Physics, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123207
ISBN:	0496705195

A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics.
Tuminaro, Jonathan.

A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics. - 239 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 0786.

Thesis (Ph.D.)--University of Maryland, College Park, 2004.

Many introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. There are at least two possible, distinct reasons for this poor performance: (1) students simply lack the mathematical skills needed to solve problems in physics, or (2) students do not know how to apply the mathematical skills they have to particular problem situations in physics. While many students do lack the requisite mathematical skills, a major finding from this work is that the majority of students possess the requisite mathematical skills, yet fail to use or interpret them in the context of physics.

ISBN: 0496705195Subjects--Topical Terms:

1018488
Physics, General.

A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics.
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245 1 2 $a A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 0786.
500 $a Chair: Edward F. Redish.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2004.
520 $a Many introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. There are at least two possible, distinct reasons for this poor performance: (1) students simply lack the mathematical skills needed to solve problems in physics, or (2) students do not know how to apply the mathematical skills they have to particular problem situations in physics. While many students do lack the requisite mathematical skills, a major finding from this work is that the majority of students possess the requisite mathematical skills, yet fail to use or interpret them in the context of physics.
520 $a In this thesis I propose a theoretical framework to analyze and describe students' mathematical thinking in physics. In particular, I attempt to answer two questions. What are the cognitive tools involved in formal mathematical thinking in physics? And, why do students make the kinds of mistakes they do when using mathematics in physics?
520 $a According to the proposed theoretical framework there are three major theoretical constructs: mathematical resources, which are the knowledge elements that are activated in mathematical thinking and problem solving; epistemic games, which are patterns of activities that use particular kinds of knowledge to create new knowledge or solve a problem; and frames, which are structures of expectations that determine how individuals interpret situations or events.
520 $a The empirical basis for this study comes from videotaped sessions of college students solving homework problems. The students are enrolled in an algebra-based introductory physics course. The videotapes were transcribed and analyzed using the aforementioned theoretical framework.
520 $a Two important results from this work are: (1) the construction of a theoretical framework that offers researchers a vocabulary (ontological classification of cognitive structures) and grammar (relationship between the cognitive structures) for understanding the nature and origin of mathematical use in the context physics, and (2) a detailed understanding, in terms of the proposed theoretical framework, of the errors that students make when using mathematics in the context of physics.
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