Faculty Discourse in the Classroom: Meaning in Mathematical Moves
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
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=13129">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.</a>
![]() S. Franklin and J. Lindine, , presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677).
![]() 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, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677>.
![]() 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 May 1, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677
![]() 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. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677 (accessed 1 May 2025).
![]() 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. 1 May 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677>.
![]() @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}
}
![]() %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 https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677 %O Physics Education Research Conference 2013 %O July 17-18 %O application/pdf ![]() %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 https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13129&DocID=3677 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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