Abstract
Many students in introductory calculus- and algebra-based physics courses do not possess fluency in translating between graphical and symbolic representations.
Highlights
IntroductionPhysics concepts are expressed using external representations ( on called representations): equations, graphs, tables, diagrams, etc
Physics concepts are expressed using external representations: equations, graphs, tables, diagrams, etc
Using a generalized estimating of equations (GEE) analysis we find that mathematics items are solved better than physics or kinematics items; that items starting from a graph are solved better than those starting from an equation; and that items on inversely proportional functions are the hardest for students
Summary
Physics concepts are expressed using external representations ( on called representations): equations, graphs, tables, diagrams, etc. We consider students’ representational fluency in translating between graphical representations (graphs) and symbolic representations (equations) of different relations between variables in mathematics, kinematics, and other physics contexts. Several studies have investigated how students solve problems in mathematics and physics [6,7,8,9,10,11] In these studies, students mostly encounter fewer difficulties with mathematics items than with physics items. Students experience a variety of problems when applying mathematical ideas, techniques or structures in a physics context. This is in part due to the different way symbols are used to make meaning and the formal syntax being different in physics and mathematics [12].
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