RUME 28
2026
Alexandria, Virginia
Bridging Mathematics and Science: Task Design and Blended Sensemaking
Page: 1399
Mathematical equations are a key part of undergraduate science instruction. Students who can engage in blended sensemaking (make connections between mathematical equations and the scientific phenomenon they represent) are better able to solve novel or complex quantitative problems in science. However, little research has explored the impact of task on students’ blended sensemaking. This study analyzed student discourse while students were working on different tasks involving mathematical equations representing population growth (e.g., developing mathematical equations, modifying mathematical equations, problem solving) to identify the number of instances and the level of blended sensemaking. Students engaged in more instances of blended sensemaking when asked to develop and then modify a mathematical equation compared to solving a problem using a mathematical equation and then modifying the equation. During modification tasks, students tended to engage in higher level of blended sensemaking. These findings have implications for instructional design in both science and mathematics classes.