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written by Scott V. Franklin and Jonathan Lindine
We analyze the discourse of faculty presenting derivations in which they manipulate mathematical equations to illuminate a physical principle. Observations are interpreted through a lens of symbolic forms, conceptual and contextual meanings that are embedded in the equation. When an equation is manipulated (e.g. bringing terms to one side or another), different forms are emphasized, changing the meaning of the equation. We argue that this framework can make explicit the faculty motivations for the moves, and present two observations of manipulations that appear to have distinctly different reasons. The first manipulation brings about a change in context from a physics to a mathematical frame. In the second, a thematic manipulation --- grouping all terms of a common variable --- reveals an important conceptual point about a driven harmonic oscillator. While there is direct evidence from the observed faculty to support the inference of motivation, in neither case is the reasoning made clear to the students. The study of discourse represents a new direction in which physics education researchers can study and inform the classroom.
Physics Education Research Conference 2013
Part of the PER Conference series
Portland, OR: July 17-18, 2013
Pages 149-152
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Communication
= Language
= Representations
- Sample Population
= Instructor: Faculty
- Graduate/Professional
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.pr.025
PACSs:
01.40.-3
01.40.gb
Keywords:
Faculty Discourse, PERC 2013
Record Cloner:
Metadata instance created January 30, 2014 by Lyle Barbato
Record Updated:
January 30, 2014 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013
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Record Link
AIP Format
S. Franklin and J. Lindine, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677).
AJP/PRST-PER
S. Franklin and J. Lindine, Faculty Discourse in the Classroom: Meaning in Mathematical Moves, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677>.
APA Format
Franklin, S., & Lindine, J. (2013, July 17-18). Faculty Discourse in the Classroom: Meaning in Mathematical Moves. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved November 26, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677
Chicago Format
Franklin, Scott, and Jonathan Lindine. "Faculty Discourse in the Classroom: Meaning in Mathematical Moves." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677 (accessed 26 November 2014).
MLA Format
Franklin, Scott, and Jonathan Lindine. "Faculty Discourse in the Classroom: Meaning in Mathematical Moves." Physics Education Research Conference 2013. Portland, OR: 2013. 149-152 of PER Conference. 26 Nov. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677>.
BibTeX Export Format
@inproceedings{ Author = "Scott Franklin and Jonathan Lindine", Title = {Faculty Discourse in the Classroom: Meaning in Mathematical Moves}, BookTitle = {Physics Education Research Conference 2013}, Pages = {149-152}, Address = {Portland, OR}, Series = {PER Conference}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Scott Franklin
%A Jonathan Lindine
%T Faculty Discourse in the Classroom: Meaning in Mathematical Moves
%S PER Conference
%D July 17-18 2013
%P 149-152
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Franklin, Scott
%A Lindine, Jonathan
%D July 17-18 2013
%T Faculty Discourse in the Classroom: Meaning in Mathematical Moves
%B Physics Education Research Conference 2013
%C Portland, OR
%P 149-152
%S PER Conference
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677


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The AIP Style presented is based on information from the AIP Style Manual.

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