How Students use Mathematical Resources in an Electrostatics ContextAmerican Journal of Physics
- Mathematics -- Study and teaching -- Research,
- Physics -- Study and teaching,
- Electrostatics -- Study and teaching
AbstractWe present evidence that although students’ mathematical skills in introductory calculus-based physics classes may not be readily applied in physics contexts, these students have strong mathematical resources on which to build effective instruction. Our evidence is based on clinical interviews of problem solving in electrostatics, which are analyzed using the framework of Sherin’s symbolic forms. We find that students use notions of “dependence” and “parts-of-a-whole” to successfully guide their work, even in novel situations. We also present evidence that students’ naive conceptions of the limit may prevent them from viewing integrals as sums.
Citation InformationMeredith, Dawn C. and Marrongelle, Karen A., (2008). How students use mathematical resources in an electrostatics context. American Journal of Physics, 76, 570-578.