Using conceptual blending to describe how students use mathematical integrals in physics

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dc.contributor.author Hu, Dehui
dc.contributor.author Rebello, N. Sanjay
dc.date.accessioned 2014-01-17T17:28:36Z
dc.date.available 2014-01-17T17:28:36Z
dc.date.issued 2014-01-17
dc.identifier.uri http://hdl.handle.net/2097/17047
dc.description.abstract Calculus is used across many physics topics from introductory to upper-division courses. The fundamental concepts of differentiation and integration are important tools for solving real-world problems involving nonuniformly distributed quantities. Research in physics education has reported students’ lack of ability to transfer their calculus knowledge to physics. In order to better understand students’ deficiencies, we collected data from group teaching or learning interviews as students solved physics problems requiring setting up integrals. We adapted the conceptual blending framework from cognitive science to make sense of the ways in which students combined their knowledge from calculus and physics to set up integrals. We found that many students were not able to blend their mathematics and physics knowledge in a productive way though they have the required mathematics knowledge. We discussed the productive and unproductive blends that students created when setting up integrals. The results of the study also suggested possible strategies to shifting students’ constructing of blends to more powerful ones. en_US
dc.language.iso en_US en_US
dc.relation.uri http://prst-per.aps.org/abstract/PRSTPER/v9/i2/e020118 en_US
dc.rights Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI. en_US
dc.subject Calculus en_US
dc.subject Physics education en_US
dc.subject Integrals en_US
dc.subject Conceptual blending en_US
dc.title Using conceptual blending to describe how students use mathematical integrals in physics en_US
dc.type Article (publisher version) en_US
dc.date.published 2013 en_US
dc.citation.doi doi:10.1103/PhysRevSTPER.9.020118 en_US
dc.citation.issue 2 en_US
dc.citation.jtitle Physical Review Special Topics-Physics Education Research en_US
dc.citation.spage 020118 en_US
dc.citation.volume 9 en_US
dc.contributor.authoreid srebello en_US


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