Theorems-in-Action for Problem-Solving and Epistemic Views on the Relationship Between Physics and Mathematics Among Preservice Physics Teachers
- Greca, Ileana M. 1
- de Ataíde, Ana Raquel Pereira
-
1
Universidad de Burgos
info
- Gesche Pospiech (ed. lit.)
- Marisa Michelini (ed. lit.)
- Bat-Sheva Eylon (ed. lit.)
Publisher: Springer
ISBN: 9783030046262
Year of publication: 2019
Pages: 153-173
Type: Book chapter
Bibliographic References
- Adams, W., Perkins, K., Podolefsky, N., Dubson, M., Finkelstein, N., & Wieman, C. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado learning attitudes about science survey. Physical Review Special Topics Physics Education Research, 2(1), 1–14. https://doi.org/10.1103/PhysRevSTPER.2.010101 .
- Ataide, A. R. P. (2013). O papel das matemáticas na compreensão de conceitos da termodinâmica (Tese de doutorado). Brasil: Universidade Federal da Bahia/Universidade Estadual de Feira de Santana
- Ataíde, A. R. P., & Greca, I. M. (2012). Epistemic views of the relationship between physics and mathematics: Its influence on the approach of undergraduate students to problem solving. Science & Education, 22(6), 1405–1421. https://doi.org/10.1007/s11191-012-9492-2 .
- Ataíde, A. R. P., & Greca, I. M. (2013). Estudo exploratório sobre as relações entre conhecimento conceitual, domínio de técnicas matemáticas e resolução de problemas em estudantes de licenciatura em Física. Revista Electrónica de Enseñanza de las Ciencias, 12(1), 209–233.
- Bing, T. J., & Redish, E. F. (2007). The cognitive blending of mathematics and physics knowledge. AIP Conference Proceedings, 883(1), 26–29. https://doi.org/10.1063/1.2508683 .
- Domert, D., Airey, J., Linder, C., & Kung, R. L. (2007). An exploration of university physics students’ epistemological mindsets towards the understanding of physics equations. NorDiNa Nordic Studies in Science Education, 3(1), 15–28. https://doi.org/10.5617/nordina.389 .
- Eichenlaub, M., & Redish, E. F. (2018). Blending physical knowledge with mathematical form in physics problem solving. arXiv preprint arXiv:1804.01639.
- Greca, I. M., & Ataíde, A. R. P. (2017). The influence of epistemic views about the relationship between physics and mathematics in understanding physics concepts and problem solving. In T. Greczyło & E. Debowska (Eds.), Key competences in physics teaching and learning (pp. 55–64). Cham: Springer. https://doi.org/10.1007/978-3-319-44887-9_5 .
- Greca, I. M., & Moreira, M. A. (2000). Mental models, conceptual models and modelling. Internacional Journal of Science Education, 22(1), 1–11. https://doi.org/10.1080/095006900289976 .
- Greca, I. M., & Moreira, M. A. (2002). Além da detecção de modelos mentais dos estudantes: uma proposta representacional integradora. Investigações em Ensino de Ciências, 7(1), 30–45.
- Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, 68(S1), 52–59. https://doi.org/10.1119/1.19520 .
- Hudson, H. T., & Mcintiry, W. R. (1977). Correlation between mathematical skills and success in physics. American Journal of Physics, 45(5), 470–471. https://doi.org/10.1119/1.10823 .
- Johnson-Laird, P. (1983). Mental models: Towards a cognitive science of language, inference and consciousness. Cambridge, MA: Harvard University Press.
- Karam, R. A. S. (2007). Matemática como estruturante e física como motivação: Uma análise de concepções sobre as relações entre matemática e física. In E. Fleury (Organizer) (Ed.), VI Encontro Nacional de Pesquisa em Educação em Ciências. Florianópolis: Conference held by Abrapec.
- Karam, Uhden & Hottecke (this book). The math as “prerequisite” illusion: Historical considerations and implications for physics teaching.
- Lehavi, Y., Bagno, E., Eylon, B. S., Mualem, R., Pospiech, G., Böhm, U., Krey, O., & Karam, R. (2017). Classroom evidence of teachers’ PCK of the interplay of physics and mathematics. In T. Greczyło & E. Dębowska (Eds.), Key competences in physics teaching and learning (pp. 95–104). Wrocław/Cham: Springer.
- Lozano, S. R., & Cárdenas, S. (2002). Some learning problems concerning the use of symbolic language in physics. Science & Education, 11(6), 589–599. https://doi.org/10.1023/A:1019643420896 .
- Martínez-Torregrosa, J., López-Gay, R., & Gras-Martí, A. (2006). Mathematics in physics education: Scanning the historical evolution of the differential to find a more appropriate model for teaching differential calculus in physics. Science & Education, 15(5), 447–462. https://doi.org/10.1007/s11191-005-0258-y .
- Mason, A., & Singh, C. (2010). Surveying graduate students’ attitudes and approaches to problem solving. Physical Review Special Topics—Physics Education Research, 6(2), 1–16. https://doi.org/10.1103/PhysRevSTPER.6.020124 .
- Pietrocola, M. A. (2002). Matemática como estruturante do conhecimento físico. Caderno Brasileiro De Ensino De Física, 19(1), 89–109.
- Pietrocola, M. (2010). Mathematics structural language of physics thought. In M. Vicentini & E. Sassi (Eds.), Connecting research in physics education with teacher education (pp. 35–48). New Delhi: Angus & Grapher Publishers.
- Planinic et al. (this book). Student understanding of graphs in physics and mathematics.
- Pospiech, G. (this book). Mathematics and physics their interplay and its relevance for teaching.
- Redish, E. (2005). Problem solving and the use of math in physics courses. Invited talk presented at the conference, world view on physics education in 2005: focusing on change, Delhi. http://www.physics.umd.edu/perg/papers/redish/IndiaMath.pdf
- Redish, E. F., & Kuo, E. (2015). Language of physics, language of math: Disciplinary culture and dynamic epistemology. Science & Education, 24(5–6), 561–590. https://doi.org/10.1007/s11191-015-9749-7 .
- Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66(3), 212–224. https://doi.org/10.1119/1.18847 .
- Romer, R. H. (1993). Reading the equations and confronting the phenomena: The delights and dilemmas of physics teaching. American Journal of Physics, 61(2), 128–142. https://doi.org/10.1119/1.17327 .
- Roorda, G., Vos, P., & Goedhart, M. J. (2015). An actor-oriented transfer perspective on high school students’ development of the use of procedures to solve problems on rate of change. International Journal of Science and Mathematics Education, 13(4), 863–889. https://doi.org/10.1007/s10763-013-9501-1 .
- Sherin, B. (2006). Common sense clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching, 43(6), 535–555. https://doi.org/10.1002/tea.20136 .
- Tuminaro, J., & Redish, E. F. (2007). Elements of a cognitive model of physics problem solving: Epistemic games. Physical Review Special Topics-Physics Education Research, 3(2), 1–22. https://doi.org/10.1103/PhysRevSTPER.3.020101 .
- Uhden, O., & Pospiech, G. (2013). Die physikalische Bedeutung der mathematischen Beschreibung – Anregungen und Aufgaben fur einen neuen Umgang mit der Mathematik. Praxis der Naturwissenschaften – Physik in der Schule, 62(2), 13–18.
- Vergnaud, G. (1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. In T. Carpenter, J. Moser, & T. Romberg (Eds.), Addition and subtraction. A cognitive perspective (pp. 39–59). Hillsdale, N.J: Lawrence Erlbaum.
- Vergnaud, G. (1990). La théorie des champs conceptuels. Récherches en Didactique dês Mathématiques, 10(2–3), 133–170.
Portal documents are updated daily. This date refers to the updating of information related to the portal structure (people, research groups, organizational units, projects...).