Categorical framework for mathematical sense making in physics

Gifford, Julian D.; Finkelstein, Noah D.

doi:10.1103/physrevphyseducres.16.020121

Cited by 22 publications

(14 citation statements)

References 31 publications

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“…The second category of the sensemaking literature -mathematical sensemaking -primarily involves investigations focusing on blending mathematics with conceptual physics during problem solving. Similar to its scientific counterpart, mathematical sensemaking too has been defined in diverse ways, including "leveraging coherence between formal mathematics and conceptual understanding" [8], "looking for coherence between the structure of the mathematical formalism and causal or functional relations in the world " [35], and "a subset of sense making activities that privilege the use of mathematical formalisms in generating an explanation" [36].…”

Section: Mathematical Sensemakingmentioning

confidence: 99%

Sensemaking and Scientific Modeling: Intertwined processes analyzed in the context of physics problem solving

Sirnoorkar¹,

Laverty²,

O.³

2022

Preprint

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Physics education researchers have advocated for modeling and sensemaking to be part of students' science learning environments as the two processes lead to generation of new knowledge by connecting one's existing ideas. Despite being two distinct processes, modeling is often described as sensemaking of the physical world. In the current work, we provide an explicit, framework-based analysis of the intertwining between modeling and sensemaking by operationalizing the Denotative Function (DF), Demonstration (D), and Inferential Function (IF) -the DFDIF account of modeling -, and the Sensemaking Epistemic Game in the context of physics problem solving. The data involves two case studies, one involving participant's successful completion of the task and the other in which the participant aborts his attempt at the solution. Qualitative analysis of the participants' problem-solving moves reveals that modeling -construction of mental models and engagement with the DFDIF components -to entail navigation through the stages of the Sensemaking Epistemic Game. We also observe co-occurrence of construction of mental models, engagement with modeling's Demonstration and Inferential Function with the Assembling of a Knowledge Framework, Generation of an Explanation, and Resolution stages of the Sensemaking Epistemic Game respectively. Additionally, the second case study reveals that barriers experienced in modeling a context can inhibit participants' sustained sensemaking. Limitations of the current work and implications for future explorations are discussed.

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Section: Mathematical Sensemakingmentioning

confidence: 99%

Sensemaking and Scientific Modeling: Intertwined processes analyzed in the context of physics problem solving

Sirnoorkar¹,

Laverty²,

O.³

2022

Preprint

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“…Sensemaking [1], the process of making sense of real-life scenarios through formal knowledge, has attracted considerable attention in recent years [2][3][4][5]. It has been shown to assist students in generating new knowledge in addition to establishing connections between their existing ideas [6,7].…”

Section: Introductionmentioning

confidence: 99%

A methodology for identifying task features that facilitate sensemaking

Sirnoorkar¹,

Laverty²

2021

2021 Physics Education Research Conference Proceedings

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Assessments provide opportunities for students to make sense of curriculum by connecting their existing ideas to generate new knowledge. As educators, we would like to be able to engage students in this process of sensemaking to help their learning. Through a case study, we present an approach to identifying assessment task features that facilitate sensemaking. The context involves an introductory student's attempt to a physics problem. We analyze the student's transcript through the lens of sensemaking epistemic game and note the student's actions ('moves') while solving the problem. By analyzing these moves, we argue that the assessment features that played a role in the student's sensemaking can be identified. We find that the presence of a realworld context, engaging with multiple representations, and requiring a physical interpretation of a numerical answer to be instrumental in student's sensemaking. Identifying task features in this way can be instrumental in designing future assessment tasks that increase the chances students engage in sensemaking while working on them.

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“…Thus, they use a simple learning model without involving technology. The development of science and technology in the 21st century creates new challenges in the world of education (Gifford & Finkelstein, 2020;Hu et al, 2019). Learning experiences a shift in both characteristics and learning models (Odden et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Description in course of mathematical methods for physics and possible development of course program

Sujito

Liliasari

Suhandi

et al. 2021

Momentum: Physics Education Journal

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The essence of mathematics is a thought process in constructing, applying abstract ideas, and their logical interrelationships. This process is essential in solving quantitative and qualitative physics problems, where abstract ideas are required to represent physical phenomena. This study aims to give detail description of the process of mathematical methods for physics lectures. Improvement in pre-service physics teachers' critical thinking is designed to strengthen their critical thinking and problem-solving skills. The methodology of research is qualitative descriptive. The research subjects were 97 pre-service physics teachers who had followed the mathematical methods for physics courses and teaching lecturers. Data collection consisted of questionnaires, and interviews. Observations are needed for describing the implementation of mathematical methods for physics courses, document analysis, and data collection, including lesson plan and assessment. The results showed that mathematical methods for physics courses need improvement in the learning process. It is concluded that lecture activities integrating computers into physics and mathematics are necessary to be implemented. It is expected that the program will improve students' ability in problem-solving, critical thinking skills, communication, digital era literacy, creative and innovative creations, and group work. Specifically, implementation of the program in the ordinary differential equations course can provide learning experiences to students regarding the process of reasoning in physics using mathematical principles.

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Categorical framework for mathematical sense making in physics

Cited by 22 publications

References 31 publications

Sensemaking and Scientific Modeling: Intertwined processes analyzed in the context of physics problem solving

Sensemaking and Scientific Modeling: Intertwined processes analyzed in the context of physics problem solving

A methodology for identifying task features that facilitate sensemaking

Description in course of mathematical methods for physics and possible development of course program

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