Student reasoning about graphs in different contexts
| Autor: | Ana Susac, Aneta Andrasevic, Lana Ivanjek, Maja Planinić, Zeljka Milin-Sipus |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Computer science
QC1-999 Teaching method General Physics and Astronomy Education context 0504 sociology medicine Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Mathematics instruction Confusion graphs Science instruction SOCIAL SCIENCES. Pedagogy LC8-6691 mathematics Physics 4. Education 05 social sciences 050401 social sciences methods 050301 education Special aspects of education Graph NATURAL SCIENCES. Physics PRIRODNE ZNANOSTI. Fizika kinematics reasoning transfer medicine.symptom DRUŠTVENE ZNANOSTI. Pedagogija 0503 education Graph interpretation |
| Zdroj: | Physical Review Physics Education Research Volume 12 Issue 1 Physical Review Physics Education Research, Vol 12, Iss 1, p 010106 (2016) |
| ISSN: | 2469-9896 |
| DOI: | 10.1103/PhysRevPhysEducRes.12.010106 |
| Popis: | This study investigates university students’ graph interpretation strategies and difficulties in mathematics, physics (kinematics), and contexts other than physics. Eight sets of parallel (isomorphic) mathematics, physics, and other context questions about graphs, which were developed by us, were administered to 385 first-year students at the Faculty of Science, University of Zagreb. Students were asked to provide explanations and/or mathematical procedures with their answers. Students’ main strategies and difficulties identified through the analysis of those explanations and procedures are described. Student strategies of graph interpretation were found to be largely context dependent and domain specific. A small fraction of students have used the same strategy in all three domains (mathematics, physics, and other contexts) on most sets of parallel questions. Some students have shown indications of transfer of knowledge in the sense that they used techniques and strategies developed in physics for solving (or attempting to solve) other context problems. In physics, the preferred strategy was the use of formulas, which sometimes seemed to block the use of other, more productive strategies which students displayed in other domains. Students’ answers indicated the presence of slope-height confusion and interval-point confusion in all three domains. Students generally better interpreted graph slope than the area under a graph, although the concept of slope still seemed to be quite vague for many. The interpretation of the concept of area under a graph needs more attention in both physics and mathematics teaching. |
| Databáze: | OpenAIRE |
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