PERC 2010 Abstract Detail Page
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| Abstract Title: | Proportional Reasoning in Physics: What are students thinking? How can we help? |
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| Abstract: | Despite a significant emphasis on ratio strategies in precollege mathematics, many students have difficulty reasoning about ratio quantities in college physics. Research shows that students who struggle with simple questions that involve proportional reasoning tend to be less successful in introductory physics classes1. This should hardly be surprising: the introductory course makes extensive use of proportional relationships between physical quantities in increasingly abstract contexts, and we teach assuming that students understand the algebraic representations and the proportionalities they imply. This session brings together current work on student thinking and learning about proportions. We'll explore the mismatch between our expectations and how well students actually reason about proportions, some productive and unproductive ways students reason about ratio quantities in physics, an instructional method that promotes proportional reasoning, and its implementation in college physics courses. 1. Cohen, Hillman, and Agee, 1978; Griffith, 1985; Coletta & Phillips, 2005 |
| Abstract Type: | Targeted Poster Session |
Author/Organizer Information | |
| Primary Contact: |
Suzanne White Brahmia Rutgers, the State University of New Jersey Department of Physics and Astronomy Piscataway, NJ 08854 Phone: 732-445-5500 x3914 |
Targeted Poster Session Specific Information | |
| Poster 1 Title: | Assessment of Scientific Reasoning: A Case in Proportional Reasoning |
| Poster 1 Authors: | Lei Bao, The Ohio State University Jing Han, The Ohio State University Kathy Koenig, Wright State University |
| Poster 2 Title: | What do students think about when they think about proportions? |
| Poster 2 Authors: | Andrew Boudreaux, Western Washington University |
| Poster 3 Title: | Inventing-with-Contrasting-Cases: An instructional method that improves students' uptake of big ideas |
| Poster 3 Authors: | Catherine C. Chase, Stanford University, School of Education Daniel L. Schwartz, Stanford University, School of Education |
| Poster 4 Title: | Inventing Physical Quantities as an Underpinning in Physics Courses |
| Poster 4 Authors: | Suzanne White Brahmia, Rutgers University, Department of Physics and Astronomy |
