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Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding
written by Julian D. Gifford and Noah D. Finkelstein
For both instructors and researchers there is interest in student "sense making" and specifically on mathematical sense making. Here, we introduce a framework that distinguishes between the object of the sense making (mathematical or physical) and the tool used for sense making (formal mathematics or conceptual physics), thus foregrounding focus and mechanism in student problem solving. We situate this framework in both a general discussion of sense making and of mathematical sense making in particular, and then apply it to data from a focus group. This analysis highlights a particular mode of sense making, where a conceptual understanding of a physical system is used as a tool to understand a mathematical object. While we begin to demonstrate its utility in describing the individual moves that students make, as well as the coordination and sequencing of these moves, when engaged in a larger mathematical sense making activity, we anticipate that the framework will also provide a guide for the design and development of curricula that support these sense making moves.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Pages 172-177
Subjects Levels Resource Types
Education Foundations
- Cognition
= Cognition Development
- Learning Theory
= Cognitive Modeling
- Problem Solving
= Frameworks
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
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- application/pdf
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Mirror:
https://doi.org/10.1119/perc.2019…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2019.pr.Gifford
NSF Number:
1625824
Keyword:
PERC 2019
Record Creator:
Metadata instance created January 2, 2020 by Lyle Barbato
Record Updated:
January 6, 2020 by Lyle Barbato
Last Update
when Cataloged:
January 6, 2020
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AIP Format
J. Gifford and N. Finkelstein, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184).
AJP/PRST-PER
J. Gifford and N. Finkelstein, Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184>.
APA Format
Gifford, J., & Finkelstein, N. (2019, July 24-25). Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved October 22, 2021, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184
Chicago Format
Gifford, Julian D., and Noah Finkelstein. "Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184 (accessed 22 October 2021).
MLA Format
Gifford, Julian D., and Noah Finkelstein. "Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding." Physics Education Research Conference 2019. Provo, UT: 2019. 172-177 of PER Conference. 22 Oct. 2021 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184>.
BibTeX Export Format
@inproceedings{ Author = "Julian D. Gifford and Noah Finkelstein", Title = {Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding}, BookTitle = {Physics Education Research Conference 2019}, Pages = {172-177}, Address = {Provo, UT}, Series = {PER Conference}, Month = {July 24-25}, Year = {2019} }
Refer Export Format

%A Julian D. Gifford %A Noah Finkelstein %T Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding %S PER Conference %D July 24-25 2019 %P 172-177 %C Provo, UT %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184 %O Physics Education Research Conference 2019 %O July 24-25 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Gifford, Julian D. %A Finkelstein, Noah %D July 24-25 2019 %T Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding %B Physics Education Research Conference 2019 %C Provo, UT %P 172-177 %S PER Conference %8 July 24-25 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15273&DocID=5184


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