TY - JOUR

T1 - NoNIP

T2 - Physics Education Research Conference, PERC 2018

AU - Brahmia, Suzanne W.

AU - Olsho, Alexis

AU - Smith, Trevor I.

AU - Boudreaux, Andrew

N1 - Publisher Copyright:
© American Association of Physics Teachers.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.

PY - 2018

Y1 - 2018

N2 - Mathematical reasoning skills are a desired outcome of introductory physics courses, particularly calculusbased courses. Signed quantities are ubiquitous in physics, and sign carries important and varied meanings. Unlike physics experts, novices struggle with the many roles signed numbers can play in physics contexts; recent evidence shows that unresolved struggle carries over to subsequent physics courses. Mathematics education research literature documents cognitive challenges of conceptualizing negative numbers as mathematical objects-for experts, historically, and for novices as they learn. We add to the small but growing body of physics education research that focuses on student reasoning about signed quantities and the role of the negative sign in models. This paper contributes a framework for categorizing the various natures of the negative sign in physics contexts, modeled on the established natures of negativity in algebra from the mathematics education research community. We hope such a framework can facilitate innovation in methods and curricular activities to catalyze a deeper mathematical conceptualization of signed quantities in the introductory courses and beyond.

AB - Mathematical reasoning skills are a desired outcome of introductory physics courses, particularly calculusbased courses. Signed quantities are ubiquitous in physics, and sign carries important and varied meanings. Unlike physics experts, novices struggle with the many roles signed numbers can play in physics contexts; recent evidence shows that unresolved struggle carries over to subsequent physics courses. Mathematics education research literature documents cognitive challenges of conceptualizing negative numbers as mathematical objects-for experts, historically, and for novices as they learn. We add to the small but growing body of physics education research that focuses on student reasoning about signed quantities and the role of the negative sign in models. This paper contributes a framework for categorizing the various natures of the negative sign in physics contexts, modeled on the established natures of negativity in algebra from the mathematics education research community. We hope such a framework can facilitate innovation in methods and curricular activities to catalyze a deeper mathematical conceptualization of signed quantities in the introductory courses and beyond.

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M3 - Conference article

AN - SCOPUS:85061698464

VL - 2018

JO - Physics Education Research Conference Proceedings

JF - Physics Education Research Conference Proceedings

SN - 1539-9028

Y2 - 1 August 2016 through 2 August 2016

ER -