Document Type
Article
Publication Date
7-22-2020
Keywords
Education, physics education, scientific reasoning
Abstract
We present a set of modes of reasoning about ratio and proportion as a means of operationalizing expert practice in physics. These modes, or natures of proportional reasoning, stem from consideration of how physicists reason in context and are informed by prior work in physics and mathematics education. We frame the natures as the core of an emerging framework for proportional reasoning in introductory physics, that will categorize the uses of proportional reasoning in introductory physics contexts, and provide guidance for the development of reliable assessments. We share results from preliminary assessment items indicating that university physics students have difficulty interpreting and applying ratios in context.
Publication Title
Physics Education Research Conference 2020
First Page
45
Last Page
50
DOI
doi.org/10.1119/perc.2020.pr.Boudreaux
Recommended Citation
Boudreaux, A., Kanim, S., Olsho, A., Brahmia, S., Zimmerman, C., & Smith, T. (2020, July 22-23). Toward a framework for the natures of proportional reasoning in introductory physics. Paper presented at Physics Education Research Conference 2020, Virtual Conference. Retrieved May 9, 2022, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15457&DocID=5305
Subjects - Topical (LCSH)
Physics--Methodology; Research
Genre/Form
articles
Type
Text
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Language
English
Format
application/pdf
