Abstract

Undergraduate general chemistry courses typically feature a substantial amount of mathematical problem solving. Research shows that many students approach mathematical problem solving algorithmically and without recognition of either the assumptions and limitations of such models or their relationship to the particulate level. The question becomes: How can instructors support students in more meaningful engagement with mathematical models in chemistry contexts? In this chapter, we present research on modeling approaches to undergraduate-level chemistry instruction and discuss the role of epistemological knowledge, specifically metamodeling knowledge, in students’ reasoning with and about mathematical representations.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.