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Abstract Title: Algebra-Based Students & Vectors: Can ijk Coaching Improve Arrow Subtraction?
Abstract: Students in calculus- and algebra-based introductory physics courses have been shown to perform significantly better on vector addition and subtraction using ijk representation than identical tasks using an ``arrows-on-a-grid'' representation.  Evidence supporting a knowledge hierarchy has been observed, with the ability to correctly solve ijk format questions necessary to correctly solving arrow format questions.  The absence of explicit ijk instruction in typical algebra-based courses may exacerbate difficulties experienced by all physics students with vector addition and subtraction in the arrow representation in the algebra-based population.  In this study we investigate to what degree a one-time online instructional intervention with feedback in the ijk format improves algebra-based students' ability to correctly answer questions in the arrow representation over a similar instructional intervention in the arrow format.  Results and instructional implications will be discussed.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C5
Contributed Paper Record: Contributed Paper Information
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Author/Organizer Information

Primary Contact: John B. Buncher
North Dakota State University
Department of Physics, PO Box 6050
Fargo, ND 58108-6050
Phone: 218-303-6935

Contributed Poster

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