login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Applying a mathematical sense-making framework to student work and its potential for curriculum design

• 54%: A framework for curriculum design to support mathematical sense making
• 38%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
• 37%: Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics
• 36%: Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion
• 34%: Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding
• 33%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
• 32%: Student perspective of and experience with sense-making: a case study
• 31%: Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena
• 29%: Student sense-making on homework in a sophomore mechanics course
• 29%: Student Sense Making about Equipotential Graphs
• 29%: Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making
• 28%: When and How Do Students Engage in Sense-Making in a Physics Lab
• 28%: Making Sense of How Students Come to an Understanding of Physics: An Example from Mechanical Waves
• 28%: Investigating potential influences of graduate teaching assistants on students’ sense of belonging in introductory physics labs
• 27%: How Do Students Learn to Apply their Mathematical Knowledge to Interpret Graphs in Physics?
• 27%: What the Integral Does: Physics Students' Efforts at Making Sense of Integration
• 27%: Factors Influencing Middle School Students' Sense-Making Discussions during their Small-Group Investigations of Force/Motion
• 26%: Making sense of how students make sense of mechanical waves
• 26%: Student ability to apply the concepts of work and energy to extended systems