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Abstract Title: Nurturing sensemaking of, through, and with a mathematical model
Abstract: Mathematization provides a powerful form of reasoning and sensemaking in physics. However, high school and undergraduate physics students rarely use it as a tool for sensemaking. We discuss findings from an ethnographic study in schools where all the K11-K12 students enrolled in advanced physics courses conduct an individual or paired long-term research project (18 months). The students carry out their research in the school laboratory, guided by physics teachers who act as research mentors. We followed them for the full duration of a project (12-18 months). The unit of analysis is a mentor and his/her mentees. We use examples from one of these case studies to unpack and illustrate how mathematization as a form of sensemaking can be nurtured in a research apprenticeship by necessitating the use of formalism, and scaffolding the understanding of its explicit and implicit meanings. This research was supported by the Israel Science Foundation (grant No. 325/17).
Abstract Type: Symposium Talk
Parallel Session: Making Sense of Physics Sensemaking
Parallel Session: Parallel Sessions Cluster II
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Shulamit Kapon
Technion – Israel Institute of Technology
Co-Author(s)
and Co-Presenter(s)
Maayan Schvartzer, Technion – Israel Institute of Technology