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Materials Similar to Categorical framework for mathematical sense making in physics

• 67%: Applying a mathematical sense-making framework to student work and its potential for curriculum design
• 61%: Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics
• 58%: A framework for curriculum design to support mathematical sense making
• 54%: Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding
• 49%: Making sense of quantum operators, eigenstates and quantum measurements
• 45%: Sense-making with Inscriptions in Quantum Mechanics
• 45%: Student perspective of and experience with sense-making: a case study
• 37%: Analytic framework for students’ use of mathematics in upper-division physics
• 37%: Student sense-making on homework in a sophomore mechanics course
• 35%: Adapting a theoretical framework for characterizing students' use of equations in physics problem solving
• 35%: Seeking physical/mathematical coherence by recruiting and reconciling reasoning: A case study in E&M
• 34%: When and How Do Students Engage in Sense-Making in a Physics Lab
• 33%: Students’ difficulties with solving bound and scattering state problems in quantum mechanics
• 32%: What the Integral Does: Physics Students' Efforts at Making Sense of Integration
• 32%: Nurturing sensemaking of, through, and with a mathematical model
• 30%: Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena
• 30%: Student Sense Making about Equipotential Graphs
• 30%: Assessing mathematical sensemaking in physics through calculation-concept crossover
• 30%: Do prescribed prompts prime sensemaking during group problem solving?