When basic changes to a solution suggest meaningful differences in mathematics
written by
Michael C. Wittmann and
Katrina E. Black
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.
Physics Education Research Conference 2011
Part of the PER Conference Invited Paper series Omaha, Nebraska: August 3-4, 2011 Volume 1413, Pages 93-96
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=11821">Wittmann, Michael, and Katrina E. Black. "When basic changes to a solution suggest meaningful differences in mathematics." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011.</a>
AIP Format
M. Wittmann and K. Black, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11821&DocID=2671).
AJP/PRST-PER
M. Wittmann and K. Black, When basic changes to a solution suggest meaningful differences in mathematics, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11821&DocID=2671>.
APA Format
Wittmann, M., & Black, K. (2011, August 3-4). When basic changes to a solution suggest meaningful differences in mathematics. Paper presented at Physics Education Research Conference 2011, Omaha, Nebraska. Retrieved October 23, 2018, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11821&DocID=2671
Chicago Format
Wittmann, Michael, and Katrina E. Black. "When basic changes to a solution suggest meaningful differences in mathematics." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11821&DocID=2671 (accessed 23 October 2018).
MLA Format
Wittmann, Michael, and Katrina E. Black. "When basic changes to a solution suggest meaningful differences in mathematics." Physics Education Research Conference 2011. Omaha, Nebraska: 2011. 93-96 Vol. 1413 of PER Conference Invited Paper. 23 Oct. 2018 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11821&DocID=2671>.
BibTeX Export Format
@inproceedings{
Author = "Michael Wittmann and Katrina E. Black",
Title = {When basic changes to a solution suggest meaningful differences in mathematics},
BookTitle = {Physics Education Research Conference 2011},
Pages = {93-96},
Address = {Omaha, Nebraska},
Series = {PER Conference Invited Paper},
Volume = {1413},
Month = {August 3-4},
Year = {2011}
}
Refer Export Format
%A Michael Wittmann
EndNote Export Format
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. When basic changes to a solution suggest meaningful differences in mathematics:Know of another related resource? Login to relate this resource to it. |
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