PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Exploring student understanding of negative quantity in introductory physics contexts
Page: 76
Recent studies in physics education research demonstrate that although physics students are generally successful executing mathematical procedures, they struggle with the use of mathematical concepts for sense making. In this paper we investigate student reasoning about negative numbers in contexts commonly encountered in calculus-based introductory physics through the lens of a cognitive blending framework. We describe a cross-sectional study (N > 700) involving two introductory physics courses: calculus-based mechanics and calculus-based electricity and magnetism (E&M). We present data from assessment items that probe student understanding of negative numbers in physics contexts. Results suggest that even mathematically well-prepared students struggle with symbolizing in physics, and that the varied uses of the negative sign can present an obstacle to understanding that persists throughout the introductory sequence. We discuss the implications for instruction and directions for future work.