Enhancing Scientific Inquiry by Mathematical Reasoning: Case of Applying Limits to Model Motion of a System of Objects

Abstract

Mathematics and physics constitute parts of STEM that are widely recognized as a leading platform in contemporary education. While the effects of the methods of mathematics on discoveries in physics are unquestionable, using mathematical reasoning to enhance understanding of physics is still being researched. This study is posited to contribute to that research, and it investigates students’ skills to apply limiting the analysis to determine the acceleration of two objects connected by a massless string. Twenty-five (N=24) first-year students enrolled in the algebra-based college physics course took part in this case study. While the pretest showed that the students did not consider limits to answer questions that required limiting analysis, designed instructional unit whose goal was to bring forth the technique helped apply limits and made the solution process more explicit. Posttests results supported the study thesis that integrating more sophisticated mathematical apparatus into the analysis of physical systems opens a gate not only for advancing students’ scientific inquiry skills, but also their general STEM disposition.