Transfer of algebraic and graphical thinking between mathematics and chemistry
Transfer of algebraic and graphical thinking between mathematics and chemistry
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数学和化学之间代数和图形思维的转移
DOI：
10.1002/tea.20208
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发表时间：
2008
影响因子：
4.6
通讯作者：
J. Engelbrecht
中科院分区：
文献类型：
--
作者：
M. Potgieter;A. Harding;J. Engelbrecht
通常，本科化学课程的学生发现具有强大数学基础的主题很难掌握。在这项研究中，我们调查这些与数学相关的问题是否是由于其数学基础的缺陷或由于数学转移到新的科学领域而引入的复杂性。在调查中，我们让一组学生接触基于电化学能斯特方程的化学仪器，让另一组学生接触类似的数学仪器，其中的问题被剥夺了所有化学背景。两项测试都包含需要代数和图形技能的项目。学生在化学和数学测试中的代数问题上都没有遇到什么问题。另一方面，他们的图形构建和解释能力不足，从图形问题的数学和化学结果中都表现不佳可以看出。我们的结论是，问题似乎出在数学方面，而不是由于将数学转移到应用程序而导致的。 © Wiley periodicals, Inc. J Res Sci Teach 45: 197–218, 2008。
Students in undergraduate chemistry courses find, as a rule, topics with a strong mathematical basis difficult to master. In this study we investigate whether such mathematically related problems are due to deficiencies in their mathematics foundation or due to the complexity introduced by transfer of mathematics to a new scientific domain. In the investigation we exposed a group of students to a chemistry instrument based on the Nernst equation in electrochemistry, and an equivalent group of students to a similar mathematics instrument in which the questions were stripped of all chemistry context. Both tests contained items requiring algebraic as well as graphical skills. Students experienced few problems with the algebraic questions in both the chemistry and mathematics tests. Their graphical construction and interpretation skills, on the other hand, are inadequate, as can be seen from the poor performance in both the mathematics and the chemistry results of the graphical question. Our conclusion is that the problem seems to lie at the mathematics side and is not due to the transfer of mathematics to an application. © Wiley Periodicals, Inc. J Res Sci Teach 45: 197–218, 2008.