Abstract
Student mathematical reasoning in physics can be viewed as the repeated engagement in and combination of four basic sense making modes.
Highlights
Mathematical problem solving is a critical component of the physical sciences, and so a topic of great focus in science learning
There has been a substantial amount of work in physics problem solving [1,2,3], mathematical problem solving in physics [4,5,6,7,8,9,10], the coordination of mathematics with other representational forms [11,12,13,14,15], scientific sense making [16,17], and mathematical sense making in physics [18,19,20,21,22]
While we have provided a heuristic for this distinction—mathematics referring to the moves, protocols, and relations between abstract entities and physics being anchored in the phenomenon of the real world—others may disagree with this heuristic
Summary
Mathematical problem solving is a critical component of the physical sciences, and so a topic of great focus in science learning. There has been a substantial amount of work in physics problem solving [1,2,3], mathematical problem solving in physics [4,5,6,7,8,9,10], the coordination of mathematics with other representational forms [11,12,13,14,15], scientific sense making [16,17], and mathematical sense making in physics [18,19,20,21,22] This large body of work has identified both student-centric problem solving strategies aimed at helping students engage with mathematical formalisms more like experts [1,2,3] and researcher-centric frameworks for considering student use of mathematics in physics [4,5,6,7,8,12].
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