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Abstract Title: Using Warrants as a Window to Epistemic Framing
Abstract: Mathematics can serve many functions in physics.  It can provide a computational system, reflect a physical idea, conveniently encode a rule, and so forth.  A physics student thus has many different options for using mathematics in his physics problem solving.  We present a short example from the problem solving work of upper level physics students and use it to illustrate the epistemic framing process:  "framing" because these students are focusing on a subset of their total math knowledge, "epistemic" because their choice of subset relates to what they see (at that particular time) as the nature of the math knowledge in play.  We illustrate how looking for students' warrants, the often unspoken reasons they think their evidence supports their mathematical claims, can serve as a window to their epistemic framing.  This work is supported by NSF grants DUE-05-24987, REC-04-40113, and a Graduate Research Fellowship.
Abstract Type: Contributed Poster
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Thomas Bing
University of Maryland
University of Maryland
Department of Physics
College Park, MD 20742
Phone: 301-405-6185
Co-Author(s)
and Co-Presenter(s)
Edward F. Redish