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- W4313384302 abstract "Quantitative reasoning in introductory physics is characterized by using familiar mathematics in distinct ways to describe the world, where experts translate fluidly between different representations of physical phenomena. To an expert, an equation “tells the story” of an interaction or process, where the symbolization of the main characters—the quantities—carries physical meaning, and the operations that connect them to each other reveal the plot. Part of the challenge of learning physics is developing the ability to decode symbolic representations in this manner, that is, conceptualizing familiar mathematical structures as they take on physical meaning. Given the ubiquitous and nuanced mathematical nature of introductory physics, Physics Quantitative Literacy (PQL) is an important learning outcome for all introductory physics students and a desired course objective for most instructors. PQL is characterized by the blending of conceptual and procedural mathematics to generate and apply models relating physics quantities to each other. It is a transferable skill valued in all college majors that require their students take introductory physics, which includes all STEM majors. However, there is mounting evidence that development of PQL eludes many students who complete the sequence of introductory physics courses at the college level. This chapter frames the problem, and discusses ongoing work to address it. In this chapter we: (1) operationalize PQL as a reasoning framework that is strongly related to reasoning with signed quantities and covariational relationships in purely mathematical contexts, (2) present some assessable PQL learning objectives for college level introductory physics, and (3) present a reasoning inventory we’ve developed to assess features of PQL. This work is undertaken in the service of informing subsequent instructional practices in both mathematics and physics courses that can improve students’ PQL." @default.
- W4313384302 created "2023-01-06" @default.
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- W4313384302 date "2022-01-01" @default.
- W4313384302 modified "2023-10-16" @default.
- W4313384302 title "Operationalizing and Assessing Quantitative Reasoning in Introductory Physics" @default.
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- W4313384302 doi "https://doi.org/10.1007/978-3-031-14553-7_12" @default.
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