Diagnosing the Cognitive Source of Students’ Difficulties Within the Physics-Mathematics Interplay Context

H. Levi; A. Merzel; Y. Lehavi; B. Schwarz

doi:10.1007/978-3-031-72541-8_12

Diagnosing the Cognitive Source of Students’ Difficulties Within the Physics-Mathematics Interplay Context

H. Levi^*
, A. Merzel
, Y. Lehavi
, B. Schwarz

^*Corresponding author for this work

The Seymour Fox School of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

2 Scopus citations

Abstract

Students exhibit difficulties concerning “physmatics”—the interplay between mathematics and physics in the context of physics education, which seldom gets attention in the learning diagnostics literature. Based on previous categorization of students’ physmatic difficulties, we present the results of a diagnostic questionnaire that aims to identify possible cognitive sources for some of these difficulties. We describe four possible cognitive sources based on students’ paired responses to mathematical questions with and without physics context.

Original language	English
Title of host publication	Challenges in Physics Education
Publisher	Springer Nature
Pages	175-187
Number of pages	13
DOIs	https://doi.org/10.1007/978-3-031-72541-8_12
State	Published - 2024

Publication series

Name	Challenges in Physics Education
Volume	Part F3953
ISSN (Print)	2662-8422
ISSN (Electronic)	2662-8430

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Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

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10.1007/978-3-031-72541-8_12

Cite this

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Diagnosing the Cognitive Source of Students’ Difficulties Within the Physics-Mathematics Interplay Context

Abstract

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