Student reasoning about graphs in different contexts

Scientific paper - Original scientific paper

• Author: Lana Ivanjek; MBZ: 287501
• Author: Ana Sušac; MBZ: 236434
• Author: Maja Planinić; MBZ: 184526
• Author: Željka Milin-Šipuš; MBZ: 129806
• Author: Aneta Andrašević
• Author's institution: University of Zagreb; Faculty of Science; (Department of Physics)
• Author's institution: University of Zagreb; Faculty of Science; (Department of Mathematics)
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Physics
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy

Abstract (english)

This study investigates university students ’graph interpretation strategies and difficulties in mathematics, physics (kinematics), and contexts other than physics. Eight sets of parallel (isomorphic)mathematics, physics, and other context questions about graphs, which were developed by us, were administered to 385 first-year students at the Faculty of Science, University of Zagreb. Students were asked to provide explanations and/or mathematical procedures with their answers. Students’main strategies and difficulties identified through the analysis of those explanations and procedures are described. Student strategies of graph interpretation were found to be largely context dependent and domain specific. A small fraction of students have used the same strategy in all three domains (mathematics, physics, and other contexts) on most sets of parallel questions. Some students have shown indications of transfer of knowledge in the sense that they used techniques and strategies developed in physics for solving(or attempting to solve) other context problems. In physics, the preferred strategy was the use of formulas, which sometimes seemed to block the use of other, more productive strategies which students displayed in other domains. Students’answers indicated the presence of slope-height confusion and interval-point confusion in all three domains. Students generally better interpreted graph slope than the area under a graph, although the concept of slope still seemed to be quite vague for many. The interpretation of the concept of area under a graph needs more attention in both physics and mathematics teaching.

• Keywords (english): graphs; reasoning; kinematics; mathematics; context; transfer
• Language: english
• Publication type: Scientific paper - Original scientific paper
• Publication status: Published
• Peer review: Peer review - international
• Publication version: Published version
• Journal title: Physical Review Physics Education Research
• Numbering: vol. 12, no. 1, 010106
• p-ISSN: 2469-9896
• DOI: https://doi.org/10.1103/PhysRevPhysEducRes.12.010106
• URN:NBN: urn:nbn:hr:217:173809
• Publication: 2016
• Project: Number: 119-0091361-1027; Title (croatian): Edukacijska istraživanja u fizici i matematici; Leader: Maja Planinić; Jurisdiction: Croatia; Funding stream: ZP
• Document URL: https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.12.010106
• Type of resource: Text
• Access conditions: Open access
• Public note: Copyright (2016) by the American Physical Society. Received 20 September 2014; revised manuscript received 6 July 2015; published 16 February 2016.
• Created on: 2020-02-23 10:26:04