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Abstract Title: Beyond the physics classroom: Exploring disciplinary factors that influence students’ reasoning about approximation, through video data
Abstract: Physics students are not only taking physics. When examining how students reason with concepts and tools in physics, it is productive to consider their reasoning and experiences with those same concepts and tools in other disciplines. An ongoing interdisciplinary research program is investigating students' reasoning about approximation, and the perceived discipline- and context-dependent factors that influence their choice and evaluation of different approximation practices.  Interviewed students reasoned through a number of approximation problems designed to cue experiences from either math or physics.

In this workshop session, participants will collaboratively explore students' orientations to Taylor series approximation through video interview data. The session will be grounded in the exploration of the many different ways that student strategies and approximation practices are tied to the disciplinary commitments that they perceive in physics and mathematics contexts, and how those perceptions drive students' engagement in and reflection on the practice of approximating, in general.
Abstract Type: Workshop

Author/Organizer Information

Primary Contact: Danielle Champney
University of California, Berkeley
4533 Tolman Hall MC 1670
UC Berkeley - College of Education
Berkeley, CA 94720
Phone: 3307275898
Co-Author(s)
and Co-Presenter(s)
Eric Kuo; University of Maryland, College Park