Natures of Negativity in Introductory Physics
Natures of Negativity in Introductory Physics
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物理学入门中的负性本质
DOI：
10.1119/perc.2018.pr.brahmia
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Boudreaux, Andrew
中科院分区：
文献类型：
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作者：
Brahmia, Suzanne White;Olsho, Alexis;Smith, Trevor I.;Boudreaux, Andrew
数学推理能力是物理入门课程，特别是微积分基础课程的理想结果。符号量在物理学中无处不在，符号承载着重要而多样的意义。与物理专家不同的是，新手很难理解物理环境中有符号的数字所扮演的许多角色；最近的证据表明，未解决的斗争延续到后来的物理课程中。数学教育研究文献记录了将负数概念化为数学对象的认知挑战-对于专家来说，历史上，对于初学者来说，他们学习。我们加入了一个规模虽小但不断增长的物理教育研究机构，该机构关注的是学生对符号量的推理和模型中负号的作用。本文以数学教育研究界在代数中建立的负性性质为模型，提供了一个框架，用于对物理环境中负号的各种性质进行分类。我们希望这样的框架可以促进方法和课程活动的创新，从而在入门课程和以后的课程中催化更深入的符号量的数学概念。
Mathematical reasoning skills are a desired outcome of introductory physics courses, particularly calculusbased courses. Signed quantities are ubiquitous in physics, and sign carries important and varied meanings. Unlike physics experts, novices struggle with the many roles signed numbers can play in physics contexts; recent evidence shows that unresolved struggle carries over to subsequent physics courses. Mathematics education research literature documents cognitive challenges of conceptualizing negative numbers as mathematical objects—for experts, historically, and for novices as they learn. We add to the small but growing body of physics education research that focuses on student reasoning about signed quantities and the role of the negative sign in models. This paper contributes a framework for categorizing the various natures of the negative sign in physics contexts, modeled on the established natures of negativity in algebra from the mathematics education research community. We hope such a framework can facilitate innovation in methods and curricular activities to catalyze a deeper mathematical conceptualization of signed quantities in the introductory courses and beyond.