*When basic changes to a solution suggest meaningful differences in mathematics* Documents

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##### When basic changes to a solution suggest meaningful differences in mathematics

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written by
Michael C. Wittmann and
Katrina E. Black
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When solving two integrals arising from the separation of variables in a first order linear differential equation, students have multiple correct choices for how to proceed. They might set limits on both integrals or use integration constants on both or only one equation. In each case, the physical meaning of the mathematics is equivalent. But, how students choose to represent the mathematics can tell us much about what they are thinking. We observe students debating how to integrate the quantity dt. One student seeks a general function that works for everyone, and does not wish to specify the value of the integration constant. Another student seeks a function consistent with the specific physics problem. They compromise by using a constant, undefined in value for one student, zero in value for the other.

**Download**- 93kb Adobe PDF Document*PERC2011_Invited_Wittmann.pdf*

Published *February 6, 2012*

Last Modified *April 24, 2012*

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